2020年全球遭受Covid-19疫情肆虐，各國被迫關閉學校後，學生在家的學習狀況受到更多關注。臺灣於2021年5月宣布各級學校停課，從學校、老師、家長到學生都是首次面臨的考驗，「停課不停學」全都須仰賴線上學習，歷時約4個月無法到校，孩子們重返校園後究竟會產生怎麼樣的改變？是否造成更嚴重的學習落差？線上學習期間的有哪些關鍵會影響學生學力表現？

本文採用疫情前後之「臺北市國民小學基本學力檢測結果」，並以「綜稅所得總額各縣市鄉鎮村里統計分析表」將臺北市公立小學區分為低、中、高三個所得分級，運用ANOVA、T檢定與多元迴歸分析發現以下結果：（1）北市高所得學區之學力表現顯著優於中、低所得學區；（2）雙親家庭的子女學力表現最佳，但母親在疫情期間扮演重要角色，即使身處單親家庭若跟隨母親居住的學生學力表現與雙親家庭無異；（3）疫情後，北市各學區學力表現未有明顯下滑；（4）就線上學習情形分別來看，學生的學習參與度越高，並使用有鏡頭的載具上課，其學力表現都較優異，但家中網路會偶爾斷線的卻比網路順暢的學力表現更好；（5）整體而言，父母參與孩子的學習越投入、家長規範上網程度高其學力表現較佳，尤其是線上學習時，家長能夠在家陪伴的學生，孩子回到學校後的學習表現明顯更好。

本研究闡明了COVID-19疫情以及隨之而來的線上學習，對於臺北市小學生學習表現的影響。研究結果顯示出所得差距、家長參與度以及與線上學習相關的各種因素對學生學習表現影響的重要性。

The COVID-19 pandemic in 2020 had a profound impact on global education, leading to the closure of schools worldwide. Taiwan announced the closure of all levels of schools in May 2021, posing a new challenge for schools, teachers, parents, and students alike. The concept of "school closure but learning continues" relied heavily on online learning as the primary mode of education during this period. This study focuses on the learning outcomes and academic performance of students in Taipei elementary schools during the online learning period, which lasted approximately four months. The research aims to investigate the potential changes in students' academic performance and the existence of learning disparities caused by the transition to online learning.

Using the "Basic Academic Proficiency Test Results of Taipei City Elementary Schools" before and after the pandemic, and utilizing the "Statistical Analysis of Total Taxable Income by County, City, Township, and Village," Taipei City's public elementary schools were categorized into three income levels: low, medium, and high. The study employed ANOVA, t-tests, and multiple regression analysis to explore the following findings: (1) Students from high-income school districts exhibited significantly better academic performance compared to those from medium and low-income districts. (2) Children from dual-parent families demonstrated the highest academic performance, but during the pandemic, the role of the mother became particularly significant. Even in single-parent households, students living with their mothers exhibited academic performance similar to those from dual-parent households. (3) There was no significant decline in academic performance across all school districts in Taipei after the pandemic. (4) Regarding online learning, it was observed that students who had higher levels of engagement and utilized devices with cameras for their classes demonstrated better academic performance. Surprisingly, students with intermittent internet connection outperformed those with stable internet access. (5) Overall, students showed better academic performance when parents were more actively involved in their learning and implemented stricter internet usage regulations. This was especially evident during online learning, where students who had parental support and companionship at home exhibited significantly improved learning outcomes upon returning to school.

This study sheds light on the impact of the COVID-19 pandemic and the subsequent shift to online learning on student academic performance in Taipei elementary schools. The findings highlight the importance of income disparities, parental involvement, and various factors related to online learning in influencing students' learning outcomes.