The impact of COVID-19 on Swiss students’ learning

Studies on COVID-19-related school closures indicate potential detrimental effects on student learning gains (“learning losses”). However, the findings are heterogeneous, and further evidence based on longitudinal designs and large-scale datasets is needed. There is also a lack of evidence as to whether the pandemic has really boosted digitization in schools. Our study examines (1) the impact of the pandemic on students’ learning gains, (2) the relationship between school context variables related to students’ home environment and learning gains, and (3) the extent to which school closures contributed to an increased use of digital learning support systems. The study uses longitudinal, large-scale data from a Swiss digital learning support system. Data from 135,551 tests from 24,827 students (grade levels 8 and 9) in the Swiss canton St.Gallen were analyzed. We employed longitudinal multiple-group item response and latent change models to estimate learning gains, added regression paths for school context differences, and used time series decomposition to assess trends in learning support system usage. There are no statistically significant signs of learning losses during school closures, but a temporary “acceleration effect” one year later. No systematic effects were found for school context variables. Usage data show increased digital test use, suggesting a possible pandemic-related “digitization boost.” The findings underline the importance of preparing for future school closures by considering smart digital technologies and tailored support measures. • No significant signs of learning losses during school closures, but a temporary “acceleration effect” one year later. • No systematic effects were found for school context variables. • A significant increase in the use of standardized tests during and after the pandemic, suggesting a possible “digitization boost”.