在城市马来西亚的COVID-19学校关闭期间学习和快乐
M Niaz Asadullah1,2,3, Eric Tham4
1Monash University Malaysia, Malaysia.
International journal of educational development
|June 22, 2023
概括
由于COVID-19学校关闭,影响了学生的学习和幸福感. 调查结果显示,学生的性别,社会经济地位,游戏和宗教活动影响了学习损失和幸福之间的联系,突出了对情感福祉支持的需求.
科学领域:
- 教育政策 教育政策
- 儿童心理学 儿童心理学
- 社会经济影响 社会经济影响
背景情况:
- 全球COVID-19学校关闭导致学生大量学习时间损失和社会隔离.
- 在家庭隔离期间,年轻学习者的幸福水平下降,需要了解情绪健康和认知功能之间的联系.
- 识别影响学习损失和幸福之间关系的因素对于有效的流行后教育恢复策略至关重要.
研究的目的:
- 调查学习损失和学生幸福感之间的复杂关联,使用马来西亚城市在最初的COVID-19学校关闭期间的初级调查数据.
- 确定影响学习损失和幸福之间关系的关键共变量.
- 开发一个学习连续性的概念框架,强调情感福祉.
主要方法:
- 利用了在马来西亚城市的首次COVID-19学校关闭期间收集的初级调查数据.
- 采用机器学习技术来分析多维数据,并考虑共变量之间的相互作用效应.
- 研究了学生性别,社会经济地位 (SES),花在游戏上的时间和宗教活动的影响.
主要成果:
- 学生的性别,社会经济地位 (以书籍所有权为代理),花在游戏上的时间和宗教活动被确定为最重要的共同变量.
- 这些因素表明,学习损失和学生幸福感之间的关系存在复杂的关联.
- 这项研究为教育中断和学生的情绪状态之间的相互作用提供了经验证据.
结论:
- 这些发现强调了情绪健康在维持学习连续性的关键作用.
- 提出了学习连续性的概念框架,强调了投资于学生情感健康的重要性.
- 针对疫情后学习恢复的干预措施应整合支持学生幸福和情感福祉的策略.
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