Di Pietro Giorgio
European Commission- Joint Research Centre, Edificio Expo, Calle Inca Garcilaso, 3, 41092, Seville, Spain.
Institute of Labour Economics (IZA), Schaumburg-Lippe-Straße 5-9, 53113, Bonn, Germany.
Educ Res Rev. 2023 May;39:100530. doi: 10.1016/j.edurev.2023.100530. Epub 2023 Mar 21.
This work attempts to synthetize existing research about the impact of Covid-19 school closure on student achievement. It extends previous systematic reviews and meta-analyses by (a) using a more balanced sample in terms of country composition, (b) considering new moderators (type of data and research design), and (c) including studies on tertiary education students in addition to primary and secondary education students. Our meta-analysis findings show that the pandemic had, on average, a detrimental effect on learning. The magnitude of this learning deficit (about 0.19 standard deviations of student achievement) appears to be roughly comparable to that suffered by students who have experienced a significant disruption in their schooling due to a major natural disaster (e.g., Hurricane Katrina). Students are also found to have lost more ground in math/science than in other subjects. Additionally, one year or more after the first lockdown, students seem to have been unable to catch up on unfinished learning from the pandemic. This result suggests that more efforts should be made to ensure students recover their missed learning in order to avoid negative long-term consequences for them and society.
这项工作试图综合现有的关于新冠疫情期间学校关闭对学生成绩影响的研究。它通过以下方式扩展了先前的系统评价和荟萃分析：(a) 在国家构成方面使用更均衡的样本；(b) 考虑新的调节因素（数据类型和研究设计）；(c) 除了中小学学生外，还纳入了高等教育学生的研究。我们的荟萃分析结果表明，疫情平均而言对学习有不利影响。这种学习 deficit 的程度（约为学生成绩的0.19个标准差）似乎与因重大自然灾害（如卡特里娜飓风）而在学业上遭受重大干扰的学生所受影响大致相当。还发现学生在数学/科学方面比在其他科目上退步更多。此外，在首次封锁一年或更长时间后，学生似乎无法补上疫情期间未完成的学习内容。这一结果表明，应做出更多努力，以确保学生弥补错过的学习，从而避免对他们和社会产生负面的长期影响。
