The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study.
The impact of COVID-19 on student learning in New South Wales primary schools: an empirical study.
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DOI：
10.1007/s13384-021-00436-w
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发表时间：
2021
影响因子：
2.1
通讯作者：
Taggart W
中科院分区：
文献类型：
--
作者：
Gore J;Fray L;Miller A;Harris J;Taggart W
2019冠状病毒病大流行对学校教育造成了广泛的干扰，影响了全球90%的学生，并使整个学校系统转向远程和在线学习。在澳大利亚新南威尔士州，大多数学生在家学习至少八周，随后个别学校和间歇性学校关闭。然而，尽管国际上的大众媒体和智囊团报告中流传着许多关于对学习产生负面影响的说法，但学生成绩下降的经验证据有限。本文利用来自新南威尔士州113所公立学校的4800多名3年级和4年级学生的数据，比较了2019年和2020年匹配学校样本中的学生成绩，以研究全系统中断的影响。有点令人惊讶的是，我们的分析发现，2019年和2020年之间，通过数学或阅读的渐进式成绩测试来衡量的学生成绩增长没有显著差异。当按不利/有利因素（ICSEA）和年份一级对样本进行审查时，出现了一幅更微妙的画面。在最低水平的学校（ICSEA < 950）中，三年级学生的数学增长少了2个月，而在ICSEA中等水平的学校（950-1050）中，三年级学生的数学增长多了2个月。对于原住民学生或位于地区的学生来说，没有发现显着差异。这些结果提供了一个重要的反例，以广泛的猜测，对所有学生的“学习损失”的惊人水平。虽然较低的ICSEA学校3年级学生的数学成绩增长较低，必须作为紧急事项加以解决，以避免进一步的不平等，但大多数学生在学业上都是他们所期望的。我们的研究结果证明了教师在2020年疫情期间的敬业精神，以确保大多数学生的学习不会受到影响，尽管情况异常艰难。
The COVID-19 pandemic produced widespread disruption to schooling, impacting 90% of the world’s students and moving entire school systems to remote and online learning. In the state of New South Wales, Australia, most students engaged in learning from home for at least eight weeks, with subsequent individual and intermittent school closures. However, while numerous claims have circulated in the popular media and in think tank reports, internationally, about the negative impacts on learning, there is limited empirical evidence of decreased student achievement. Drawing on data from more than 4800 Year 3 and 4 students from 113 NSW government schools, this paper compares student achievement during 2019 and 2020 in a sample of matched schools to examine the effects of the system-wide disruption. Somewhat surprisingly, our analysis found no significant differences between 2019 and 2020 in student achievement growth as measured by progressive achievement tests in mathematics or reading. A more nuanced picture emerges when the sample is examined by dis/advantage (ICSEA) and Year level. The Year 3 cohort in the least advantaged schools (ICSEA < 950) achieved 2 months less growth in mathematics, while the Year 3 students in mid-ICSEA schools (950–1050) achieved 2 months’ additional growth. No significant differences were identified for Indigenous students or students located in regional locations. These results provide an important counter-narrative to widespread speculation about alarming levels of ‘learning loss’ for all students. While the lower achievement growth in mathematics for Year 3 students in lower ICSEA schools must be addressed as a matter of urgency to avoid further inequities, most students are, academically, where they are expected to be. Our findings are a testament to the dedicated work of teachers during the 2020 pandemic to ensure that learning for most students was not compromised, despite unusually trying circumstances.
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影响因子：
4.1
作者：
Convery, I.;Balogh, R.;Carroll, B.
通讯作者：
Carroll, B.
DOI：
10.4018/ijicte.2019070101
发表时间：
2019-07-01
影响因子：
2
作者：
Baytiyeh, Hoda
通讯作者：
Baytiyeh, Hoda
影响因子：
3.9
作者：
Gore, Jennifer M.;Miller, Andrew;Prieto, Elena
通讯作者：
Prieto, Elena
影响因子：
3.8
作者：
Hargreaves, Andy;Fullan, Michael
通讯作者：
Fullan, Michael
影响因子：
1
作者：
Ezaki, Naruho
通讯作者：
Ezaki, Naruho