Context and Implications Document for: Panoramic view of digital education in COVID‐19: A new explored avenue

Maity, Sudarshan; Sahu, Tarak Nath; Sen, Nabanita

doi:10.1002/rev3.3249

Cited by 5 publications

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“…It is quite vivid that new admission of students in schools with reference to primary section may confront hardship to navigate and follow this new terrain of transformation from classroom to digital learning. Further, developing countries like India exposed to immense challenges from infrastructure to income inequality find them in deep soup (Maity et al, 2020a). To combat with such steep challenges and sustain skill enhancement of students during closure of schools calls for proposed solutions sketched as measures to contain monstrous wild fire of the deadly virus.…”

Section: Task Aheadmentioning

confidence: 99%

COVID-19 and Digital Primary Education: Impact and Strategies for Sustainable Development

Maity

Sahu

Sen

2021

Journal of Development Policy and Practice

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The present study is based on primary data of 720 students from primary schools in West Bengal, India. With adherence to the Logistic Regression Model, the study investigates and analyses the factors that influence digital learning of primary students during the COVID-19 pandemic situation. Further with the application of Welch’s t-test, comparative study have been conducted based on parameters as village and city school students, private and government school students and gender discrimination. The findings conclude that the school structure; willingness of the school and teachers to conduct virtual classes; availability and accessibility of high-speed internet and economic capability of parents to bear the exorbitant internet charges are significant dimensions in virtual learning of primary section students. The study also confirms that during the pandemic girl students and students from village government schools are the worst hit in comparison to boys who are from city-based schools and private schools respectively.

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Section: Task Aheadmentioning

confidence: 99%

COVID-19 and Digital Primary Education: Impact and Strategies for Sustainable Development

Maity

Sahu

Sen

2021

Journal of Development Policy and Practice

Self Cite

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Revisiting, Reframing and Recovering Learning Loss: An Arched Impression on Primary Education During Covid Epoch

Sahu,

Sen,

Maity

2024

Education and Urban Society

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Amidst the pandemic phase, students have not learned what they were supposed to learn in normal classroom days while many forgot the lessons taught in pre-pandemic time. As a result of the extended and unprecedented shutdown of schools, educational institutes globally happen to be in a state of unfortunate extremity with prodigious dissipation in the learning process. The present study intended to find out the aspect of learning loss of children consequential to the protracted shutdown of schools. Based on 1200 primary students, the study employs various parametric and non-parametric tests. The study found learning loss about 1.530 points with standard deviation 0.468. Further, though learning loss is not significantly evident among genders but differs regionally. Due to learning loss, numerical skill and hand writing fluency also note a marked difference in many primary classes. The study proposed recommendations for achieving universal primary education during the Covid-19 pandemic era. The study envisaged an exclusive inquiry in the domain of socio-economic literature by scanning the lifestyle patterns of an academic community in a distinct empirical approach. The outcomes delivered from the study undertaken may strive to assist in the formulation of developmental policies for the growth and betterment of future generations.

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Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

et al. 2021

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The COVID-19 pandemic led to numerous governments deciding to close schools for several weeks in spring 2020. Empirical evidence on the impact of COVID-19-related school closures on academic achievement is only just emerging. The present work aimed to provide a first systematic overview of evidence-based studies on general and differential effects of COVID-19-related school closures in spring 2020 on student achievement in primary and secondary education. Results indicate a negative effect of school closures on student achievement, specifically in younger students and students from families with low socioeconomic status. Moreover, certain measures can be identified that might mitigate these negative effects. The findings are discussed in the context of their possible consequences for national educational policies when facing future school closures.

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Context and Implications Document for: Panoramic view of digital education in COVID‐19: A new explored avenue

Cited by 5 publications

References 0 publications

COVID-19 and Digital Primary Education: Impact and Strategies for Sustainable Development

COVID-19 and Digital Primary Education: Impact and Strategies for Sustainable Development

Revisiting, Reframing and Recovering Learning Loss: An Arched Impression on Primary Education During Covid Epoch

Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review

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