Unequal literacy development and access to online education in public versus private Panamanian schools during COVID-19 pandemic
Unequal literacy development and access to online education in public versus private Panamanian schools during COVID-19 pandemic
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COVID-19 大流行期间巴拿马公立学校与私立学校的读写能力发展和在线教育机会不平等
DOI：
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发表时间：
2023
影响因子：
2.3
通讯作者：
Nadia De León Sautú
中科院分区：
文献类型：
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作者：
Daniel Cubilla;María Grajales;Anis Ortega;Luz Puertas;Nadia De León Sautú
尽管关于扫盲发展和成绩的信息有限，但巴拿马教育的国家和国际测试的阅读理解成绩很低。在社会不平等、获得技术以及公立学校与私立学校的成绩方面存在巨大差距。考虑到这一点，在由于COVID-19大流行而从常规面对面课程中断一年并部分过渡到在线教育之后，本研究利用现有的数据对巴拿马省四年级（n = 167）和六年级（n = 164）学生的阅读成绩进行了前后比较，采用了按教育系统分层的子样本进行比较（Mann-Whitney U检验，α = 0.05）。还在公共（n = 235）和私人（n = 106）系统中独立进行了前后比较，并对大流行期间两个系统中四年级（n = 117）和六年级（n = 109）在线学术参与的平均每周小时进行了额外比较。结果支持阅读表现的显著下降。基于比较分析，研究结果表明，公立学校学生与老师的在线互动明显少于私立学校学生;并且，在同一样本中，只有公立学校学生通过语音和词汇途径表现出阅读速度显着下降。与大流行前的标准相比，效应量中等，大于其他情况下报告的效应量。这突出表明，必须制定有效战略，缩小该国现有的教育差距，特别强调小学的阅读成绩，这种差距似乎因这一流行病而扩大。
National and international tests have yielded low reading comprehension results for education in Panama, although there is limited information regarding literacy development and performance. There are wide gaps in social inequality, access to technology, and public versus private school achievement. Considering this, after a year off from regular face-to-face classes and a partial transition to online education due to the COVID-19 pandemic, the present study utilizes existing data to carry out a pre-post comparison of the reading performance of fourth (n = 167) and sixth (n = 164) grade students in the province of Panama employing a subsample stratified by educational system for comparability (Mann–Whitney U test, α = 0.05). The pre-post comparison was also carried out independently in both the public (n = 235) and private (n = 106) systems, as well as an additional comparison of the average weekly hours of online academic engagement in both systems during the pandemic in fourth (n = 117) and sixth grade (n = 109). The results support a significant decrease in reading performance. Based on the comparative analysis, findings indicate that public school students interacted online with their teachers significantly less than their private schools’ counterparts; and that, in the same sample, only the public-school students exhibited a significant decrease in reading speed by phonological and lexical route with a medium effect size compared to pre-pandemic standards, greater than those reported in other contexts. This highlights the need to develop effective strategies to narrow the existing educational gaps in the country, which seem to have widened due to the pandemic, with particular emphasis on reading performance in primary school.
阅读的预测性评估。
影响因子：
2.3
作者：
Wood,FrankB;Hill,DeborahF;Meyer,MarianneS;Flowers,DLynn
通讯作者：
Flowers,DLynn