Literaturnachweis - Detailanzeige
| Autor/inn/en | Melo-Becerra, Ligia Alba; Ramos-Forero, Jorge Enrique; Rodríguez Arenas, Jorge Leonardo; Zárate-Solano, Héctor M. |
|---|---|
| Titel | The Impact of an Alternation Plan between Face-to-Face and Remote Education on Academic Achievement |
| Quelle | In: Education Economics, 31 (2023) 5, S.632-648 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Melo-Becerra, Ligia Alba) ORCID (Ramos-Forero, Jorge Enrique) ORCID (Rodríguez Arenas, Jorge Leonardo) ORCID (Zárate-Solano, Héctor M.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0964-5292 |
| DOI | 10.1080/09645292.2022.2119550 |
| Schlagwörter | Quantitative Daten; In Person Learning; Distance Education; Instructional Effectiveness; Academic Achievement; Influences; COVID-19; Pandemics; Public Schools; Dropout Rate; Grade Repetition; Achievement Gap; Foreign Countries; Colombia |
| 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. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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