在COVID-19大流行期间,K-8学生的亲自指导和教育成果
Diya M Uthappa1, Joyce Pak2, Kathleen A McGann3
1Duke University School of Medicine, Durham, North Carolina.
Pediatrics
|July 2, 2023
概括
在2020-2021学年,面对面的教学提高了学生在数学和阅读方面的能力. 增加面对面的时间与小学和中学学生的更高的学业成绩有关.
科学领域:
- 教育政策 教育政策
- 教学教育学 在教学上
- 公共卫生 公共卫生
背景情况:
- 随着COVID-19大流行,传统教育受到严重破坏,导致学校普遍关闭,并转向远程学习.
- 教育成果,特别是数学和阅读,在2020-2021学年与疫情前水平相比,经历了显著的下降.
- 区政策对亲自与远程教学对学生学业成绩的影响仍然是研究的关键领域.
研究的目的:
- 量化允许亲自教学的地区政策与幼儿园到八年级学生的学生教育成果之间的关联.
- 评估亲自上学的持续时间与数学和阅读的学术水平之间的关系.
- 分析学生等级水平和地区特点等因素如何影响面对面教学的有效性.
主要方法:
- 在2020-2021学年对北卡罗来纳州115个公立学校区进行生态,重复的横截面分析.
- 采用单变量和多变量分析来评估在学校一年的比例和学生的熟练程度之间的联系.
- 使用一个多变量线性回归模型,根据地区规模加权,根据先前的熟练程度和地区级因素 (城市化,贫困) 进行调整.
主要成果:
- 在全州范围内,与2018-2019年相比,在2020-2021年,数学能力下降了12.1%,阅读能力下降了18.1%.
- 与完全偏远的地区相比,完全面对面的教学区的学生水平明显更高:数学12%高,阅读4.1%高.
- 面对面的学习与数学能力的提高比阅读更大,并且与中学生相比,小学学生的进步更明显.
结论:
- 2020-2021年学生在数学和阅读方面的熟练程度在所有评估时间点下降到低于大流行前的水平.
- 在一个地区内,增加面对面的上学时间与更高比例的学生在两门科目中取得年级水平的熟练程度正相关.
- 优先考虑面对面教学的政策与学术成果有着有益的关联,特别是在数学和年轻学生方面.
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