利用PIRLS数据评价埃及的成绩变化

IF 2.3 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Educational Development Pub Date : 2025-08-01 DOI:10.1016/j.ijedudev.2025.103371

Harry Anthony Patrinos , Maciej Jakubowski , Tomasz Gajderowicz

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引用次数: 0

摘要

本研究分析了埃及在2019冠状病毒病学校关闭期间阅读成绩的显著提高，而大多数国家在这一时期都出现了下降。根据2016年和2021年国际阅读能力研究进展（PIRLS）的数据，我们发现，男孩的进步显著，提高了48分，相当于两年的学习时间。使用普通最小二乘（OLS）和预测趋势模型，我们证实了这种上升的重要性。瓦哈卡-布林德分解只将三分之一的改善归因于观察到的因素。研究发现，埃及的进步可能反映了系统性改革，但需要更多的研究来证实这一点。

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Evaluation of achievement change in Egypt using PIRLS data

This study analyzes Egypt’s exceptional reading achievement gains during the COVID-19 school closures, a period when most countries experienced declines. Drawing on data from the 2016 and 2021 Progress in International Reading Literacy Study (PIRLS), we find a 48-point improvement—equivalent to two years of learning—with notable gains among boys. Using Ordinary Least Squares (OLS) and projected trend models, we confirm the significance of this rise. Oaxaca-Blinder decomposition attributes only one-third of the improvement to observed factors. The study finds that Egypt’s progress likely reflects systemic reforms, but more research is needed to confirm that.

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来源期刊

International Journal of Educational Development EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.20

自引率

12.00%

发文量

106

审稿时长

40 days

期刊介绍： The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.