Equity, Justice, and Quality during the COVID-19 Pandemic Period: Considerations on Learning and Scholarly Performance in Brazilian Schools
Abstract
:1. Introduction
2. Theoretical Background
COVID-19 and Education
3. Materials and Methods
Procedure and Sample
4. Results
5. Discussion
6. Conclusions and Limitations and Direction for Future Studies
Limitations and Directions for Further Research
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
Appendix A
References
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Students % | Reduced | Maintained | Improved | |||
---|---|---|---|---|---|---|
N | % | N | % | N | % | |
0% | 8 | 7.2 | 10 | 9.1 | 46 | 42.2 |
0–20% | 10 | 9.0 | 27 | 24.5 | 38 | 34.9 |
20–40% | 19 | 17.1 | 29 | 26.4 | 15 | 13.8 |
40–60% | 19 | 17.1 | 17 | 15.5 | 5 | 4.6 |
60–80% | 22 | 19.8 | 17 | 15.5 | 2 | 1.8 |
80–100% | 28 | 25.2 | 7 | 6.4 | 2 | 1.8 |
100% | 5 | 4.5 | 3 | 2.7 | 1 | 0.9 |
Students % | Reduced | Maintained | Improved | |||
---|---|---|---|---|---|---|
N | % | N | % | N | % | |
0% | 17 | 14.8 | 23 | 20.0 | 53 | 46.1 |
0–20% | 11 | 9.6 | 29 | 25.2 | 36 | 31.3 |
20–40% | 14 | 12.2 | 35 | 30.4 | 14 | 12.2 |
40–60% | 22 | 19.1 | 22 | 19.1 | 6 | 5.2 |
60–80% | 17 | 14.8 | 8 | 7.0 | 4 | 3.5 |
80–100% | 30 | 26.1 | 6 | 5.2 | 1 | 0.9 |
100% | 4 | 3.5 | 2 | 1.7 | 1 | 0.9 |
Reduced Scholarly Performance | Reduced Learning Performance | Maintained Scholarly Performance | Maintained Learning Performance | Improved Scholarly Performance | Improved Learning Performance | |
---|---|---|---|---|---|---|
Minimum | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 | 0.0 |
Maximum | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 | 100.0 |
P25 | 30.0 | 25.0 | 7.5 | 10.0 | 0.0 | 0.0 |
P50 | 50.0 | 50.0 | 20.0 | 20.0 | 5.0 | 5.0 |
P75 | 80.0 | 80.0 | 52.5 | 50.0 | 15.0 | 20.0 |
Average | 53.2 | 52.9 | 32.2 | 29.9 | 11.3 | 13.4 |
Standard deviation | 31.5 | 31.8 | 28.8 | 26.5 | 19.4 | 20.5 |
CV | 0.59 | 0.60 | 0.89 | 0.89 | 1.71 | 1.53 |
p-value of the Wilcoxon test comparing the two distributions | 0.230 | 0.130 | 0.681 |
School’s Type | Reduced Scholarly Performance | Reduced Learning Performance | Maintained Scholarly Performance | Maintained Learning Performance | Improved Scholarly Performance | Improved Learning Performance | ||||||
---|---|---|---|---|---|---|---|---|---|---|---|---|
Municipal School | 56.8 | 60.0 | 50.4 | 50.0 | 32.6 | 25.0 | 26.9 | 20.0 | 8.4 | 4.0 | 7.8 | 0.0 |
State School | 60.6 | 60.5 | 62.9 | 70.0 | 26.9 | 20.0 | 23.0 | 20.0 | 7.9 | 1.0 | 11.9 | 5.0 |
Federal School | 28.2 | 13.5 | 26.3 | 3.0 | 46.8 | 57.0 | 35.2 | 15.0 | 15.2 | 2.5 | 13.1 | 0.0 |
Private School | 38.5 | 30.0 | 28.2 | 20.0 | 32.4 | 20.0 | 27.5 | 20.0 | 21.7 | 12.5 | 18.3 | 10.0 |
p-value of the Kruskal–Wallis test comparing the distributions of different school types | 0.008 | 0.001 | 0.648 | 0.929 | 0.682 | 0.516 |
Equality | Quality | Justice | |
---|---|---|---|
Minimum | 0.0% | 0.0% | 0.0% |
Maximum | 100.0% | 100.0% | 100.0% |
P25 | 25.0% | 41.5% | 30.0% |
P50 | 50.0% | 60.0% | 63.0% |
P75 | 75.0% | 80.0% | 90.0% |
Average | 50.9% | 57.8% | 58.7% |
StandardDeviation | 29.9% | 27.7% | 31.9% |
CV | 0.59 | 0.48 | 0.54 |
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Dias, A.; Scavarda, A.; Reis, A.; Silveira, H.; Scavarda, A. Equity, Justice, and Quality during the COVID-19 Pandemic Period: Considerations on Learning and Scholarly Performance in Brazilian Schools. Educ. Sci. 2022, 12, 354. https://doi.org/10.3390/educsci12050354
Dias A, Scavarda A, Reis A, Silveira H, Scavarda A. Equity, Justice, and Quality during the COVID-19 Pandemic Period: Considerations on Learning and Scholarly Performance in Brazilian Schools. Education Sciences. 2022; 12(5):354. https://doi.org/10.3390/educsci12050354
Chicago/Turabian StyleDias, Ana, Annibal Scavarda, Augusto Reis, Haydee Silveira, and Ana Scavarda. 2022. "Equity, Justice, and Quality during the COVID-19 Pandemic Period: Considerations on Learning and Scholarly Performance in Brazilian Schools" Education Sciences 12, no. 5: 354. https://doi.org/10.3390/educsci12050354