Abstract:

This paper examines the impact of COVID-19 on Elementary students who shifted from in-person learning into different variations of online learning models at the onset of a global pandemic. In this study, the paper will address how the abrupt transition into remote learning created a shift in overall student learning, performance and academic growth. The ex post facto research will compare two years of standardized testing results (MAP) to measure 5th and 6th grade student's reading and math performances before and after the instructional mode changed. Though a part of student success and motivation to learning was rooted in student’s resilience towards learning how to navigate online learning, there were many aspects of school that despite the best laid plans were incompatible to the needs of all learners. While students, families, and teachers understood that each new and enhanced online learning model and structure that was put into place to both increase instructional time and learning outcomes for students was well intended, there were still challenges that presented themselves. In this paper, it is suggested that shifts in both online learning and different variations of online learning impacted both the academic performance and overall achievement of Elementary students.

Keywords:

COVID 19, Remote/Online Learning, Performance, Academic Growth.