Were socio-economically advantaged students better equipped to deal with learning during COVID?
•Download as PPTX, PDF•
0 likes•1,271 views
According to data from the Programme for International Student Assessment (PISA), most students in 2018 responded that they believe in their ability to get through a difficult situation and are motivated to learn as much as possible. But socio-economically disadvantaged students exhibit less of these beliefs and dispositions. This may have serious implications for the unequal distribution of learning losses during the pandemic, meaning that poorer students may have been left behind to an even greater degree than we thought. Andreas Schleicher, OECD Director for Education and Skills, presents a new analysis of PISA 2018 data and discusses what it can tell us about how prepared students across the world were for the hardships of learning during the COVID-19 crisis.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Were socio-economically advantaged students better equipped to deal with learning during COVID?
Similar to Were socio-economically advantaged students better equipped to deal with learning during COVID? (20)
More from EduSkills OECD
More from EduSkills OECD (20)
Recently uploaded
Recently uploaded (20)
Were socio-economically advantaged students better equipped to deal with learning during COVID?
- 1. PISA 2018 Results Programme for International Student Assessment How socio-economics plays into students learning on their own: clues to COVID-19 learning losses Andreas Schleicher
- 2. Lost instruction days (upper secondary) Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021
- 3. Lost instruction days (upper secondary) Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Size of bubbles represents number of COVID-19 cases per million inhabitants in 2020
- 4. Lost instruction days and quality of learning outcomes Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 (remains 0.31 after accounting for GDP/capita)
- 5. Distance-learning solutions offered during 2020 and/or 2021 Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure 2.1 0 10 20 30 40 50 60 70 80 90 100 Online platforms Take-home packages Television Mobile phones Radio Other distance learning modality % of countries/economies Primary Lower secondary Upper secondary, general
- 6. Strategies to address learning gaps when upper secondary general schools re-opened after the first closure in 2020 Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure 3.3
- 7. Measures targeting populations at risk of exclusion from distance education platforms Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 0 10 20 30 40 50 60 70 80 90 Design of learning materials for speakers of minority languages Special efforts to make online learning more accessible to migrant and displaced children, including those in camps Additional support to lower-income households, including economic support (i.e. take-home rations, cash based transfers) Agreements with Global System for Mobile Communications (GSM) operators/Internet firms to remove the internet access barrier Improved access to infrastructure for learners in urban high-density areas Support to learners with disabilities (e.g. sign language in online learning programmes) Improved access to infrastructure for learners in remote areas Flexible and self-paced platforms (Asynchronous learning platforms) Subsidized devices for access (PCs or/and tablets) % of countries Upper secondary, general Lower secondary Primary Figure 2.2
- 8. Countries that encouraged interactions between teachers and their students and/or their parents during school closures in 2020 Source: OECD/UIS/UNESCO/UNICEF/WB Special Survey on Covid. March 2021 Figure 5.3 Lower secondary education
- 9. Learning loss in hybrid teaching & learning mode 9 Source: http://www.nber.org/papers/w27431
- 10. 30 40 50 60 70 80 90 When I’m in a difficult situation, I can usually find my way out of it My belief in myself gets me through hard times My goal is to learn as much as possible My goal is to completely master the material presented in my classes I find satisfaction in working as hard as I can Once I start a task, I persist until it is finished Self-efficacy Learning goals Motivation to master tasks % Percentage of students who reported to agree/strongly agree or who reported the following statements are moderately/very/extremely true of them; OECD average How well are students prepared to learn on their own? Student self-efficacy, learning goals and motivation
- 11. -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60 Finland Korea B-S-J-Z (China) Lebanon Iceland North Macedonia Saudi Arabia Ukraine Estonia Bulgaria Philippines Australia Georgia Sweden Romania Canada Luxembourg Belarus Albania Poland Qatar New Zealand Hungary Denmark Latvia Panama Jordan Macao (China) Spain Thailand Brunei Darussalam Lithuania Greece Morocco Serbia Japan Mexico Chinese Taipei Uruguay Montenegro Bosnia and Herzegovina Moldova Israel OECD average Baku (Azerbaijan) Russia Kosovo Dominican Republic Hong Kong (China) Germany Kazakhstan Argentina United Kingdom France Colombia Croatia Turkey Austria Malta Slovenia Peru Chile Slovak Republic Costa Rica Czech Republic Ireland Switzerland Malaysia United States Portugal United Arab Emirates Brazil Singapore Belgium¹ Indonesia Italy Netherlands Norway Viet Nam Index-point difference Index-point difference between advantaged and disadvantaged students Self-efficacy Motivation to master tasks Learning goals Socio-economic differences in readiness to learn Socio-economically advantaged students more ready to learn Socio-economically disadvantaged students more ready to learn
- 12. -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60 Lebanon North Macedonia Dominican Republic Saudi Arabia Georgia Albania Jordan Bulgaria Baku (Azerbaijan) Serbia Kosovo Korea Qatar Montenegro Bosnia and Herzegovina United Arab Emirates Moldova Morocco Philippines Romania Sweden Thailand United States Turkey Lithuania Kazakhstan Iceland Luxembourg Chile Hungary Argentina Costa Rica Mexico Estonia Colombia Russia Finland B-S-J-Z (China) Croatia Czech Republic Peru Malta Panama Australia Greece Italy Uruguay Denmark OECD average Brazil Slovenia Austria Hong Kong (China) Belarus Chinese Taipei New Zealand Ukraine Poland Portugal Spain Japan Ireland United Kingdom Netherlands Macao (China) Switzerland Germany Latvia Indonesia Slovak Republic Singapore Malaysia Brunei Darussalam Belgium¹ France Norway Viet Nam Index-point difference Index-point increase in the following indices per unit-increase in the index of parents' emotional support perceived by students (after accounting for schools' and students' PISA index of economic, social and cultural status) Self-efficacy Motivation to master tasks Learning goals All differences are statistically significant Parents' emotional support perceived by students and readiness to learn Students who reported greater parents' emotional support were more ready to learn Students who reported greater parents' emotional support were less ready to learn
- 13. -10 -5 0 5 10 15 20 25 30 35 Lebanon Jordan Saudi Arabia Philippines Morocco Bulgaria Israel Estonia North Macedonia Thailand Georgia Qatar Brunei Darussalam Finland Iceland Malta Latvia Greece Dominican Republic Luxembourg United Arab Emirates Panama Lithuania Romania Bosnia and Herzegovina Serbia Peru Chinese Taipei Kosovo Turkey Slovenia Colombia Malaysia Slovak Republic Montenegro Switzerland Austria Albania Belarus Ukraine Hungary Sweden Poland Spain¹ OECD average Denmark Korea Mexico Moldova Italy Baku (Azerbaijan) Brazil Germany Canada Argentina Macao (China) Australia Kazakhstan Uruguay Czech Republic Croatia Costa Rica New Zealand Belgium² Netherlands Russia Portugal Ireland Chile United States United Kingdom Hong Kong (China) France Singapore Indonesia Japan B-S-J-Z (China) Norway Score-point difference Score-point difference in reading (after accounting for students' PISA index of economic, social and cultural status) per unit-increased in the index of: Self-efficacy Motivation to master tasks Learning goals Statistically significant differences are shown in a darker tone Readiness to learn and reading performance Students who reported greater readiness to learn scored higher in reading Students who reported greater readiness to learn scored lower in reading
- 14. Find out more about our work at www.oecd.org/education Email: Andreas.Schleicher@OECD.org Twitter: SchleicherOECD Wechat: AndreasSchleicher and remember: Without data, you are just another person with an opinion Thank you