Educational Results of Online Learning at School

The Educational system faced a forced transition to online learning in 2020, for which it was basically not ready. Researchers declare various difficulties that educational institutions faced at that time: technical, organizational, psychological. These problems should have had an impact on the educational results of students. The consequences of this “covid” period in education will be observed for several years, and now it is important to explore these consequences in order to be able to correct them in the future. This paper presents an analysis of the results of the final exam for the course of basic general education in Russian language and mathematics for 2017, 2018, 2019, 2021 and 2022 (the exam was not held in 2020). The data support the hypothesis that online learning had a negative impact on test scores. ANOVA showed significant differences between scores (F=11.47, p<0.0001) and percentage of primary points earned (F=8.92, p<0.0001). Exam scores in the pre-COVID period (2017, 2018 and 2019) do not differ significantly from each other and significantly differ from exam scores in the post-COVID period (2021 and 2022). The percentage of earned points behaves more complicated. Alternative reasons for the effects obtained are also discussed.

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