为下一次大流行做好准备:COVID-19远程学习的预测因素和影响
Bodhi A Brenner1, Heather Thompson-Brenner2
1Cambridge Biotherapies, Cambridge, MA, United States.
Frontiers in psychology
|February 28, 2024
概括
学校区的大小影响了对面学习的回归,而较高比例的低收入学生与远程学习期间更大的教育损失相关. 专营学校的学习损失比公立学校的学习损失更大.
科学领域:
- 教育政策 教育政策
- 公共卫生 公共卫生
- 社会学 社会学 社会学
背景情况:
- 由于COVID-19大流行,学校被迫大规模关闭,并迅速转向远程学习.
- 这种转变对学生的教育成就和心理健康产生了负面影响.
- 新兴的研究探讨了远程学习和学术成果之间的联系,以及影响回归亲自教学的因素.
研究的目的:
- 确定与马萨诸塞州高中混合/面对面学习实施日期相关的因素.
- 检查远程学习的持续时间与教育成就损失之间的关系.
- 调查影响这些教育成果的人口和区域因素.
主要方法:
- 利用马萨诸塞州267所地区/地方高中数据的多重线性回归分析.
- 研究了时间与混合/面对面学习以及学区规模,学生人口统计 (低收入,少数民族),政治归属和COVID-19发病率之间的关联.
- 检查了教育成就损失 (标准化数学成绩) 与远程学习时间,学生人口统计和区域COVID-19累积发病率之间的相关性.
主要成果:
- 学校区的大小是混合/面对面学习实施日期的最强预测因素.
- 低收入学生的百分比是与教育成就损失相关的最重要因素.
- 与区域公立高中相比,特许学校的教育成就损失更大,这与最初的假设相反.
结论:
- 大校区的学生和来自低收入家庭的学生在教育中断期间需要额外的支持.
- 包租学校可能需要具体的干预措施,以减轻未来大规模中断期间的学习损失.
- 调查结果强调需要有针对性的支持系统来解决由大流行加剧的教育不平等问题.
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