泰国幼儿园因COVID-19大流行而停课的学习损失

IF 1.8 3区经济学 Q2 ECONOMICS

Economics of Education Review Pub Date : 2023-10-01 DOI:10.1016/j.econedurev.2023.102455

Weerachart T. Kilenthong, Khanista Boonsanong, Sartja Duangchaiyoosook, Wasinee Jantorn, Varunee Khruapradit

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引用次数: 0

摘要

本文通过在泰国进行的一项大规模入学准备调查，提供了因COVID-19大流行导致学校关闭导致幼儿园儿童学习损失的经验证据。总体结果表明，2019冠状病毒病爆发期间学校关闭导致认知技能，特别是数学和工作记忆方面的重大学习损失。负面影响在几个维度上是异质性的，包括儿童性别、特殊需求、财富、私人辅导、照顾者教育和父母缺席。本文还估计了每天的学习收益，其中重要的结果证实，上学对幼儿有显著的好处，特别是在接受性语言、数学和工作记忆方面。

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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Learning losses from school closure due to the COVID-19 pandemic for Thai kindergartners

Using a large-scale school readiness survey in Thailand, this paper presents empirical evidence of learning losses from school closure due to the COVID-19 pandemic for kindergartners. Overall results indicate that school closure during the outbreak of COVID-19 causes significant learning losses in cognitive skills, especially in mathematics and working memory. The negative impact is heterogeneous across several dimensions, including child gender, special needs, wealth, private tutoring, caregiver education, and parental absence. This paper also estimates daily learning gains, of which significant results confirm that going to school has significantly benefited young children, especially in receptive language, mathematics, and working memory.

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来源期刊

Economics of Education Review Multiple-

CiteScore

3.30

自引率

4.50%

发文量

审稿时长

61 days

期刊介绍： Economics of Education Review publishes research on education policy and finance, human capital production and acquisition, and the returns to human capital. We accept empirical, methodological and theoretical contributions, but the main focus of Economics of Education Review is on applied studies that employ micro data and clear identification strategies. Our goal is to publish innovative, cutting-edge research on the economics of education that is of interest to academics, policymakers and the public. Starting with papers submitted March 1, 2014, the review process for articles submitted to the Economics of Education Review will no longer be double blind. Authors are requested to include a title page with authors'' names and affiliation. Reviewers will continue to be anonymous.