Nội dung được dịch bởi AI, chỉ mang tính chất tham khảo
Giảm học trực tiếp trong COVID-19 làm gia tăng khoảng cách thành tích học sinh tại các trường học
Asia Pacific Education Review - Trang 1-11 - 2023
Tóm tắt
Nghiên cứu này nhằm mục đích xem xét tác động của việc giảm học trực tiếp trong thời gian COVID-19 đến khoảng cách thành tích học tập của học sinh, tập trung vào sự bất bình đẳng giữa khu vực nông thôn và thành phố cũng như trong các trường học. Để thực hiện điều này, đầu tiên, chúng tôi đã nghiên cứu sự chênh lệch khu vực về hiệu suất học sinh giữa Seoul và Gangwon, những vùng đại diện cho khu vực đô thị và nông thôn ở Hàn Quốc, sử dụng phân tích t-test. Thứ hai, chúng tôi đã thực hiện một phân tích hồi quy để phân tích mối quan hệ giữa số ngày học trực tiếp với khoảng cách về hiệu suất học sinh, có sự kiểm soát theo vùng. Những phát hiện của chúng tôi từ hai phân tích có thể được tóm tắt như sau: Thứ nhất, chúng tôi quan sát thấy sự khác biệt về mẫu giữa hai vùng. Tại Seoul, hiệu suất học sinh bị phân cực ở hai đầu của quang phổ điểm số, trong khi ở tỉnh Gangwon, thành tích học tập giảm tổng thể giữa thời điểm trước và sau COVID-19. Thứ hai, trong trường hợp của Seoul, tỷ lệ học sinh có thành tích trung bình giảm sau COVID-19, trong khi ở tỉnh Gangwon, COVID-19 không có ảnh hưởng đáng kể đến các điểm B, C và D của học sinh. Thứ ba, bất kể vùng nào, việc học trực tiếp nhiều hơn có liên quan đến tỷ lệ lớn hơn của các điểm trung bình. Dựa trên những phát hiện, chúng tôi đã đề xuất một số triển khai chính sách để ứng phó với khoảng cách thành tích học sinh, điều có thể tạo điều kiện cho phản ứng của chính phủ đối với các cuộc khủng hoảng quốc gia có thể phát sinh trong tương lai.
Từ khóa
#COVID-19 #học sinh #khoảng cách thành tích #học trực tiếp #bất bình đẳng giáo dụcTài liệu tham khảo
Alexander, K. L., Entwisle, D. R., & Olson, L. S. (2007). Lasting consequences of the summer learning gap. American Sociological Review, 72(2), 167–180.
Al-Jubori, A. T. S. S. (2021). The impact of COVID-19 pandemic on education: Winners and losers of the (post pandemic educational landscape).
Ansell, S. E. (2011, July 7). Achievement Gap. Education Week. Retrieved from https://www.edweek.org/leadership/achievement-gap/2004/09
Baek, B., & Jung, J. (2021). 초・중학교 교사의 원격수업에 대한 인식 및 전략 활용 실태 [COVID-19 and education: proposals for enhancing remote classes] (Issue paper 2021-02). Gyeonggi Institute of Education.
Balduf, M. (2009). Underachievement among college students. Journal of Advanced Academics, 20(2), 274–294.
Cai, X., Fu, J., Lu, Y., Tang, X., & Zhong, S. (2020). Assessing inequality in the school closure response to COVID-19. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3632103
Caldas, S. J. (1993). Reexamination of input and process factor effects in public school achievement. Journal of Educational Research, 86(4), 206–214.
Champeaux, H., Mangiavacchi, L., Marchetta, F., & Piccoli, L. (2020). Learning at home: Distance learning solutions and child development during the COVID-19 Lockdown (IZA Discussion Papers, No. 13819). Institute of Labor Economics (IZA).
Contini, D., Tommaso, M., Muratori, C., Piazzalunga, D., & Schiavon, L. (2021). The Covid-19 pandemic and school closure: Learning loss in mathematics in primary education. Carlo Alberto Notebooks 664, Collegio Carlo Alberto. https://ideas.repec.org/p/cca/wpaper/664.html
Davis, D. J., Chaney, C., & BeLue, R. (2020). Why “We can’t breathe” during COVID-19. Journal of Comparative Family Studies, 51(3–4), 417–428.
Downey, D. B., Von Hippel, P. T., & Broh, B. A. (2004). Are schools the great equalizer? Cognitive inequality during the summer months and the school year. American Sociological Review, 69(5), 613–635.
Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), 1–7.
Falk, A., Benda, A., Falk, P., Steffen, S., Wallace, Z., & Høeg, T. B. (2021). COVID-19 cases and transmission in 17 K-12 schools—Wood County, Wisconsin, August 31–November 29, 2020. Morbidity and Mortality Weekly Report (MMWR), 70(4), 136–140.
Fong, C. J., & Krause, J. M. (2014). Lost confidence and potential: A mixed methods study of underachieving college students’ sources of self-efficacy. Social Psychology of Education, 17(2), 249–268.
GSMA. (2020). The mobile economy 2020. Retrieved from https://www.gsma.com/mobileeconomy/
Hargreaves, A. (2020). Austerity and inequality; or prosperity for all? Educational policy directions beyond the pandemic. Educational Research for Policy and Practice, 20, 3–10. https://doi.org/10.1007/s10671-020-09283-5
Hevia, F. J., Vergara-Lope, S., Velásquez-Durán, A., & Calderón, D. (2022). Estimation of the fundamental learning loss and learning poverty related to COVID-19 pandemic in Mexico. International Journal of Educational Development, 88, 102515.
Hossain, M. (2021). Unequal experience of COVID-induced remote schooling in four developing countries. International Journal of Educational Development, 85, 102446.
International Telecommunication Union. (2022). Committed to connecting the world: Statistics (Individuals using the Internet). Retrieved from https://www.itu.int/en/ITU-D/Statistics/Pages/stat/default.aspx
Iqbal, S. A., Azevedo, J. P., Geven, K., Hasan, A., & Patrinos, H. A. (2020, April 13). We should avoid flattening the curve in education–Possible scenarios for learning loss during the school lockdowns. World Bank Blog. Retrieved from https://blogs.worldbank.org/education/we-should-avoid-flattening-curve-education-possible-scenarios-learning-loss-during-school
Isphording, I. E., Lipfert, M., & Pestel, N. (2020). School re-openings after summer breaks in Germany did not increase SARS-CoV-2 cases (IZA Discussion Papers, No. 13790). Institute of Labor Economics (IZA).
Jang, S., Kye, B., Kim, M., Park, K., Beak, S., Kim, M., Kim, D., Chang, K., Kim, J., Hwang, J., Kim, K., Choi, H., Park, M., & Eom, J. (2020). SDG4 관점에서 한국의 COVID-19 대응 진단 및 Post COVID-19를 위한 제언 [Diagnosis in COVID-19 response in South Korea in the perspective of SDGS and suggestions for post-COVID-19] (CR 2020-3). Korea Education and Research Information Service.
Jung, S., & An, Y. (2021). A study on the current situation of the achievement gap in schools before and after COVID-19: Focusing on the distribution of academic achievement grades of middle schools in Seoul. Korean Journal of Sociology of Education, 31(2), 53–74.
Keser Aschenberger, F., Radinger, G., Brachtl, S., Ipser, C., & Oppl, S. (2023). Physical home learning environments for digitally-supported learning in academic continuing education during COVID-19 pandemic. Learning Environments Research, 26(1), 97–128.
Kim, H., Yang, H., & Han, Y. (2022, November 30). 등교일수 감소가 고등학교 학생의 학업 성취 및 불평등에 미치는 영향 [An analysis of the effect of a decrease in the number of school days on academic achievement and inequality of high school students] [Paper Presentation]. Korea Curriculum and Evaluation Institute's Seminar on Analysis of National Level Academic Performance Evaluation Data, Jincheon, Chungcheongbuk-do, South Korea.
Kim, M., & Kitazawa, A. (2021). 포스트 코로나와 일본의 교육격차 [Post-COVID and achievement gaps in Japan] (Seoul Education Issue Paper 34, 5). Seoul Education Research & Information Institute.
Kırdar, M. G., Dayıoğlu, M., & Koc, I. (2016). Does longer compulsory education equalize schooling by gender and rural/urban residence? The World Bank Economic Review, 30(3), 549–579.
Lee, B., Choi, J., Kim, H., & Lee, J. (2020). Study on the current situation of K-12 distance learning responding to COVID-19 in Seoul (Education Policy Research Report). Seoul Metropolitan Office of Education.
Lee, J. (2021). 조사로 본 코로나19와 교육격차, 그 실태와 과제 [Study data indicating educational gaps due to COVID-19] (Education Policy Forum 2021-332). Korean Educational Development Institute.
Li, J. (2016). Who decided college access in Chinese secondary education? Rural-urban inequality of basic education in contemporary China. Universal Journal of Educational Research, 4(10), 2392–2405.
Lim, S., Joo, J., Park, H., Park, S., Kim, J., & Park, J. (2020). 코로나19로 인한 학교 수업 방식의 변화가 교사 수업, 학생 학습, 학부모의 자녀 돌봄에 미친 영향: 초등학교를 중심으로 [Effects of changes in school teaching methods caused by COVID-19 on teacher classes, student learning, and parents’ child care: focusing on elementary schools] (Current Research Report 2020-9). Seoul Education, Research & Information Institute.
Maldonado, J. E., & De Witte, K. (2022). The effect of school closures on standardized student test outcomes. British Educational Research Journal, 48(1), 49–94.
Mandel, H. P., Marcus, S. I., & Dean, L. (1995). Could do better: Why children underachieve and what to do about it. Wiley.
Marcotte, D. E. (2007). Schooling and test scores: A mother-natural experiment. Economics of Education Review, 26(5), 629–640.
Ministry of Education. (2017, September 12). 내년부터 희망하는 학교에서 자유학년제를 시작한다 - 중학교 자유학기제 확대‧발전 계획 시안 발표 - [Starting from next year, schools can start the Freedom school-year program if desired] [Press release].
Ministry of Education. (2020a, April 1). 모든 학생을 위한 원격교육 환경 구축에 총력 [Commitment to building universal distance learning environments] [Press release].
Ministry of Education. (2020b, March 31). 처음으로 초중고특 신학기 온라인 개학 실시 [Starting the new semester with online classes in elementary, middle, high school, and special schools for the first time] [Press release].
Ministry of Education. (2020c). 2020 교육분야 코로나19 대응 [Educational response to COVID-19 in 2020].
Ministry of Education. (2021a, June 2). 2020년 국가수준 학업성취도 평가 결과 및 학습 지원 강화를 위한 대응 전략 발표 [Announcement of 2020 national level academic achievement evaluation results and response strategies to strengthen learning support] [Press release].
Ministry of Education. (2021b, June 20). 2학기 전면 등교를 위한 단계적 이행방안 발표 [Announcement of step-by-step implementation plan for fully in-person class in the second semester] [Press release].
Ministry of Education. (n.d.). 학교알리미 [School Information]. Retrieved from www.schoolinfo.go.kr
Ministry of Education & Korean Educational Development Institute. (2020). 2020 교육통계연보 [2020 Education statistics annual].
Ministry of Health and Welfare. (n.d.). 코로나바이러스감염증-19 [Coronavirus Disease 2019 (COVID-19)]. Retrieved from http://ncov.mohw.go.kr/
Ministry of Land, Infrastructure and Transport. (n.d.). 국토교통부 [Ministry of Land, Infrastructure and Transport]. Retrieved from http://www.molit.go.kr/portal.do
Ministry of Education. (2022). 코로나 기간 교육 운영상황 [The current status of educational operations during the COVID-19 period] [Internal data from the Ministry of Education].
OECD. (2013). PISA 2012 results: Excellence through equity—giving every student the chance to succeed (Vol. 2). OECD Publishing.
Park, S. (2012). School effect on decreasing achievement gap between urban and rural middle school students. Korean Journal of Sociology of Education, 22(1), 77–108.
Pasani, C. F., Amelia, R., & Hassan, Z. (2021). Learning loss and education inequality in Indonesia (mapping the potential, consequences, and the COVID-19 crisis). Review of International Geographical Education Online, 11(10), 1171–1181.
Private Education-free World (2021, April 26). 전국 중‧고교 2020년 학업성취도 분석을 통한 코로나 학력격차 실태 [Status of the COVID-19 academic gap through the analysis of academic achievement in 2020 of middle and high schools nationwide. A world free of private education] [Press interview].
Pusan National University. (2020). 원격수업으로 인한 학력 변화 분석 [Analysis of changes in academic achievement due to distance learning] (2020 Busan Metropolitan Office of Education Report). Busan Metropolitan Office of Education.
Reardon, S. F., Greenberg, E. H., Kalogrides, D., Shores, K. A., & Valentino, R. A. (2013). Left behind? The effect of No Child Left Behind on academic achievement gaps. Stanford Center for Education Policy Analysis.
Reimers, F., & Schleicher, A. (2020). Schooling disrupted, schooling rethought. How the COVID-19 pandemic is changing education. OECD. Retrieved from https://globaled.gse.harvard.edu/files/geii/files/education_continuity_v3.pdf
Reza, F. (2020). COVID-19 and disparities in education: Collective responsibility can address inequities. Knowledge Cultures, 8(3), 68–75.
Schult, J., Mahler, N., Fauth, B., & Lindner, M. A. (2022). Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave. School Effectiveness and School Improvement, 1–20.
Seoul Education Policy Research Institute. (2021). 코로나19 전후, 중학교 학업성취 등급 분포를 통해 살펴본 학교 내 학력격차 실태 분석 [Study on the actual condition of achievement gap in schools through the grade distribution of middle school students’ achievement before and after COVID-19] (Current Research Report 2021-1). Seoul Education, Research & Information Institute.
Seth, M. J. (2002). Education fever: Society, politics, and the pursuit of schooling in South Korea. University of Hawaii Press.
Shin, C., Wi, E., & An, Y. (2021). The middle school achievement gap before and after COVID-19 in Urban and Rural Areas. The Journal of Yeolin Education., 29(5), 47–71.
UNESCO. (2020). Global education monitoring report 2020: Inclusion and education: All means all. Retrieved from http://hdl.voced.edu.au/10707/553248.
UNESCO. (2021, September 16). UNESCO warns 117 million students around the world are still out of school. UNESCO. Retrieved from https://en.unesco.org/news/unesco-warns-117-million-students-around-world-are-still-out-school
Zamora, C. M. B., & Dorado, R. A. (2015). Rural-urban education inequality in the Philippines using decomposition analysis. Journal of Economics, Management & Agricultural Development, 1(1), 62–71.