Impact of Socioeconomic Status and COVID-19 on Scientific Literacy: A PISA Analysis (2018 and 2022)

• In Event: Large-Scale Assessment SIG Paper Session

Abstract

The COVID-19 pandemic has significantly impacted academic performance, exacerbating disparities among students from lower socioeconomic status (SES) backgrounds. This study investigates SES´s influence on scientific literacy, essential for societal engagement in an increasingly science-driven world. Using linear models and meta-analytic techniques on 2018 and 2022 PISA data across 34 OECD countries (N = 438,688), results show a positive association between SES and scientific literacy (ß = .26 CI[.22, .28]). Additionally, a notable interaction effect between SES and the PISA cycle highlights potentially exacerbated educational disparities during the pandemic (ß = .06, CI[.03,.08]). These findings deepen our understanding of educational inequalities and the COVID-19 pandemic and underscore the urgent need for targeted interventions to address SES-related disparities in scientific literacy.

Authors

• Tamara Kastorff, Technical University of Munich

• Jörg-Henrik Heine, Ludwig Maximilian University of Munich