在加纳,COVID-19之前和之后的数学轨迹与家庭和学校因素有关
Clara-Christina E Gerstner1, Noelle M Suntheimer2, Emily M Weiss3
1College of Education, the University of Alabama, Tuscaloosa, AL, United States.
Child development
|March 13, 2026
概括
随着COVID-19的流行,儿童的数学学习增长放缓了,而在关闭后的部分恢复. 更富裕的家庭,刺激照顾,私立学校提供了保护,突出了持久的教育影响.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 公共卫生 公共卫生
背景情况:
- COVID-19大流行对儿童学业进步的长期影响仍未得到充分研究.
- 以前的研究主要集中在短期学习中断.
研究的目的:
- 分析COVID-19流行病对加纳儿童数学学习轨迹的长期影响.
- 确定影响这些轨迹的风险和保护因素.
主要方法:
- 从2015年到2024年,对2,901名加纳儿童 (年龄为5.1~13.2岁) 进行了纵向研究.
- 零碎的潜增长曲线建模,以评估大流行之前,期间和之后的数学发展.
- 对六种个人间差异性风险和保护因素的分析.
主要成果:
- 在与流行病有关的学校关闭期间,数学学习的增长显著放缓.
- 在学校重新开放后,观察到部分学术复苏.
- 诸如家庭财富,认知刺激照顾和私立学校入学等因素表现出保护作用.
- 某些风险因素对学术轨迹的影响是不确定的.
结论:
- 像COVID-19流行病这样的广泛危机可能会对儿童的教育产生持久的负面影响.
- 具体因素,包括社会经济地位和教育环境,可以减轻这些影响并支持持续的学习.
- 专注于保护因素的有针对性的干预措施对于危机后的教育恢复至关重要.
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