Expanding remote classes from 2020 due to the spread of COVID-19
A decrease in the middle school and high school math scores appears
Korea Curriculum and Evaluation Institute “Middle school students’ math scores ↑”
“Proof of the impact of classroom instruction … Reinforcement of class participation is necessary”
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[앵커]
After Corona 19, a study result showed that the gap in math performance among students going from the second to the third year of middle school got bigger.
In particular, the gap in math performance between the upper and lower classes in 2020 has widened, and it is analyzed that the reduction in face-to-face classes due to COVID-19 is the cause.
Correspondent Hong Sang-hee.
[기자]
Due to the spread of COVID-19, the Ministry of Education decided to open schools online for the first time in history in April 2020.
Distance learning continued for more than a year, and in a YTN survey last year, it was also confirmed that the middle and high school students’ math scores declined markedly.
At 66% of high school and 76% of middle school, the middle school decreased, further exacerbating the polarization of math performance.
The Korean Institute for Curriculum and Evaluation also published a similar study.
As a result of analyzing the math scores of 2,800 middle schools nationwide, it was found that the standard deviation of math scores in the second semester of the third year of middle school in 2020 increased by an average of 4 points or more compared to the second semester of middle school.
From 2016 to 2019, the standard deviation of the math performance of middle school students was about 2 points higher than that of middle school students, but in 2020, it more than doubled.
The larger standard deviation means that the gap between the upper and lower classes has widened, and the Evaluation Institute cited the reduction in face-to-face classes due to COVID-19 as the cause.
Also, there has been a phenomenon in the past that the math learning gap widens as the grade level goes up, but in the 2020 academic year, in particular, as remote classes replaced face-to-face classes, the gap widened sharply.
The Evaluation Institute suggested that customized support measures such as strengthening class participation should be devised, saying that the expansion of polarization in math scores in the 2020 school year has dramatically demonstrated the impact of classroom instruction.
He also emphasized the need for an active policy approach, stating that, once falling behind in mathematics grades, it is difficult to recover and the mathematical capacity of society as a whole may also be reduced.
This is YTN Hong Sang-hee.
YTN Hong Sang-hee ([email protected])
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