Effects of Digital Learning Factors on Students’ Literacy: Patterns by School Level in South Korea

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Reimagining What Works: Critical Perspectives on School Effectiveness and Improvement Research

Abstract

This study aims to empirically examine the effects of digital learning factors on students’ reading literacy during the COVID-19 pandemic in South Korea. Multiple regression analysis, including 4,377 elementary school students, 4,123 middle school students, and 2,799 high school students in the capital city, was conducted by school level. To address notable educational disparities arising during the pandemic, family background variables and factors that may affect literacy (e.g., Korean language education outside regular courses in school) were controlled. Contrary to apprehensions regarding the potential impairment of students’ literacy due to COVID-19, results indicated that digital learning factors did not necessarily diminish literacy at all times, and suggested developmental stage differences, which should be considered in terms of school improvement.

Author

• Seoyoung Lim, Arizona State University