The impact of an alternation plan between face-to-face and remote education on academic achievement

IF 1.2 Q3 Social Sciences

Education Economics Pub Date : 2022-09-05 DOI:10.1080/09645292.2022.2119550

L. Melo-Becerra, Jorge Enrique Ramos-Forero, Jorge Leonardo Rodríguez Arenas, Héctor M. Zárate-Solano

引用次数: 0

Abstract

ABSTRACT This paper describes some indicators of the Colombian educational system considering the effect of the pandemic and assesses the causal effect of an alternation plan between face-to-face and remote education, conducted in 2020, on the results of an achievement test. Indicators reveal that the pandemic caused a greater demand for education services in public schools, increased dropout, and repetition rates, and widened the gaps in academic performance. The causal empirical exercise indicates that the students who participated in the experiment obtained, on average, better results in the achievement test compared to students who remained in the non-face-to-face scheme.

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面对面教育和远程教育交替计划对学业成绩的影响

本文描述了考虑到疫情影响的哥伦比亚教育系统的一些指标，并评估了2020年实施的面对面和远程教育交替计划对成绩测试结果的因果影响。各项指标显示，疫情导致对公立学校教育服务的需求增加，辍学率和留级率上升，学业成绩差距扩大。因果实证分析表明，参与实验的学生在成绩测试中的平均成绩优于非面对面方案的学生。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education Economics EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.00

自引率

8.30%

发文量

期刊介绍： Education Economics is a peer-reviewed journal serving as a forum for debate in all areas of the economics and management of education. Particular emphasis is given to the "quantitative" aspects of educational management which involve numerate disciplines such as economics and operational research. The content is of international appeal and is not limited to material of a technical nature. Applied work with clear policy implications is especially encouraged. Readership of the journal includes academics in the field of education, economics and management; civil servants and local government officials responsible for education and manpower planning; educational managers at the level of the individual school or college.