Impact of American Education System under the Covid-19 Pandemic Period

Research Article
Open access

Impact of American Education System under the Covid-19 Pandemic Period

Yiyang Zheng 1*
  • 1 Institute of College, university of California Irvine, CA Irvine, CA 92697, USA    
  • *corresponding author Yiyanz16@uci.edu
LNEP Vol.7
ISSN (Print): 2753-7056
ISSN (Online): 2753-7048
ISBN (Print): 978-1-915371-39-3
ISBN (Online): 978-1-915371-40-9

Abstract

With the specific change of COVID-19 influence, our society was facing a huge challenge in operating the several concepts, especially in educational field. This paper observes the extremely effects of the pandemic on the American educational system during the current three years, suggesting the specific changes in students’ achievement gaps, inequality of school resources, variety of pedagogical approaches and impacts on students’ mental and physical health. Besides, it also focuses on the differences of school structure, including class structure and teachers’ attitude to see if it mainly affect students’ learning under such unnormal circumstance. The results shows that the pandemic of COVID-19 definitely brought negative impacts on learners, especially for low-income families. Students with weak educational treatments before. For example, Hispanic, Black, and indigenous will face the increasing possibilities of loosing their educational chances due to the lack of school resources, difficulties in accepting new techniques and other problems that happened during the pandemic period. Based on these findings, our government can absolutely understand the problems and teaching needs faced by students under COVID-19 period, and better make corresponding plans to help more children get effective learning opportunities in a fair and equitable way.

Keywords:

American educational change, COVID-19 pandemic, low-income students, effective learning

Zheng,Y. (2023). Impact of American Education System under the Covid-19 Pandemic Period. Lecture Notes in Education Psychology and Public Media,7,97-103.
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References

[1]. García, E., & Weiss, E. (n.d.). COVID-19 and student performance, equity, and U.S. education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. Economic Policy Institute.

[2]. Cucinotta D, Vanelli M. WHO Declares COVID-19 a Pandemic. Acta Biomed. 2020 Mar 19;91(1):157-160.

[3]. Elharake, J. A., Akbar, F., Malik, A. A., Gilliam, W., & Omer, S. B. (2022). Mental health impact of COVID-19 among children and college students: A systematic review. Child mngy, 13.

[4]. Singh, J., Steele, K., & Singh, L. (2021). Combining the best online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171.

[5]. Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.

[6]. Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Online Submission, 7(2), 90-109.

[7]. Islamy, M. R. F., Komariah, K. S., Kurniani, E., Yusfiana, F. M., & Marwah, S. (2022). Improving Student Polite Character in Online Learning in the Covid-19 Pandemic Period. Bulletin of Science Education, 2(1), 41-51.

[8]. Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective

[9]. Yıldırım, S., Bostancı, S. H., Yıldırım, D. Ç., & Erdoğan, F. (2021). Rethinking mobility of international university students during COVID-19 pandemic. Higher Education Evaluation and Development.

[10]. Batdı, V., Doğan, Y., & Talan, T. (2021). Effectiveness of online learning: multi-complementary approach research with responses from the COVID-19 pandemic period. Interactive Learning Environments, 1-34.

[11]. Li, H., & Cheong, J. P. (2022). The impact of the COVID-19 pandemic on the physical fitness of primary school students in China is based on the Bronfenbrenner ecological theory. Frontiers in Psychology, 13.

[12]. Amram, M. B., & Davidovitch, N. (2021). Teachers' attitudes towards E-tEaching during COVID-19. LAPLAGE EM REVISTA, 7(2), 13-32.

[13]. Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2022, August 1). COVID-19 and education: The lingering effects of unfinished learning. McKinsey & Company.

[14]. Gözüm, A. İ. C., Metin, Ş., Uzun, H., & Karaca, N. H. (2022). Developing the Teacher SelfEfficacy Scale in Using ICT at Home for Pre-school Distance Education During Covid-19. Technology, Knowledge and Learning, 1-31.

[15]. Qiuhan, L., Afzaal, M., Alaudan, R., & Younas, M. (2020). COVID-19 pandemic and online education in Hong Kong: An exploratory study. International Journal on Emerging Technologies, 11(5), 411-418.

Cite this article

Zheng,Y. (2023). Impact of American Education System under the Covid-19 Pandemic Period. Lecture Notes in Education Psychology and Public Media,7,97-103.

Data availability

The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.

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About volume

Volume title: Proceedings of the International Conference on Interdisciplinary Humanities and Communication Studies (ICIHCS 2022), Part 6

ISBN：978-1-915371-39-3(Print) / 978-1-915371-40-9(Online)
Editor：Muhammad Idrees, Matilde Lafuente-Lechuga
Conference website: https://www.icihcs.org/
Conference date: 18 December 2022
Series: Lecture Notes in Education Psychology and Public Media
Volume number: Vol.7
ISSN：2753-7048(Print) / 2753-7056(Online)

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References

[1]. García, E., & Weiss, E. (n.d.). COVID-19 and student performance, equity, and U.S. education policy: Lessons from pre-pandemic research to inform relief, recovery, and rebuilding. Economic Policy Institute.

[2]. Cucinotta D, Vanelli M. WHO Declares COVID-19 a Pandemic. Acta Biomed. 2020 Mar 19;91(1):157-160.

[3]. Elharake, J. A., Akbar, F., Malik, A. A., Gilliam, W., & Omer, S. B. (2022). Mental health impact of COVID-19 among children and college students: A systematic review. Child mngy, 13.

[4]. Singh, J., Steele, K., & Singh, L. (2021). Combining the best online and face-to-face learning: Hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems, 50(2), 140-171.

[5]. Sari, T., & Nayır, F. (2020). Challenges in distance education during the (Covid-19) pandemic period. Qualitative Research in Education, 9(3), 328-360.

[6]. Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Online Submission, 7(2), 90-109.

[7]. Islamy, M. R. F., Komariah, K. S., Kurniani, E., Yusfiana, F. M., & Marwah, S. (2022). Improving Student Polite Character in Online Learning in the Covid-19 Pandemic Period. Bulletin of Science Education, 2(1), 41-51.

[8]. Cahapay, M. B. (2020). Rethinking education in the new normal post-COVID-19 era: A curriculum studies perspective

[9]. Yıldırım, S., Bostancı, S. H., Yıldırım, D. Ç., & Erdoğan, F. (2021). Rethinking mobility of international university students during COVID-19 pandemic. Higher Education Evaluation and Development.

[10]. Batdı, V., Doğan, Y., & Talan, T. (2021). Effectiveness of online learning: multi-complementary approach research with responses from the COVID-19 pandemic period. Interactive Learning Environments, 1-34.

[11]. Li, H., & Cheong, J. P. (2022). The impact of the COVID-19 pandemic on the physical fitness of primary school students in China is based on the Bronfenbrenner ecological theory. Frontiers in Psychology, 13.

[12]. Amram, M. B., & Davidovitch, N. (2021). Teachers' attitudes towards E-tEaching during COVID-19. LAPLAGE EM REVISTA, 7(2), 13-32.

[13]. Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2022, August 1). COVID-19 and education: The lingering effects of unfinished learning. McKinsey & Company.

[14]. Gözüm, A. İ. C., Metin, Ş., Uzun, H., & Karaca, N. H. (2022). Developing the Teacher SelfEfficacy Scale in Using ICT at Home for Pre-school Distance Education During Covid-19. Technology, Knowledge and Learning, 1-31.

[15]. Qiuhan, L., Afzaal, M., Alaudan, R., & Younas, M. (2020). COVID-19 pandemic and online education in Hong Kong: An exploratory study. International Journal on Emerging Technologies, 11(5), 411-418.

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