2023-09-17-亚开行-新冠肺炎疫情后不丹中学学习成绩变化评估（英）_12页_630kb

ADB Briefs No. 255: Assessment of Changes in Secondary School Learning Outcomes in Post-COVID-19 Bhutan

Key Points

• Secondary school exam scores (Dzongkha, English, Science) dropped minimally from 2019 to 2021, reversing a slight upward trend.
• Performance gaps between student groups (e.g., rural/urban, gender, parental education, computer access) did not significantly widen during the limited school closures.
• Factors associated with post-closure exam performance include parental education, computer access at home, and school boarding facilities.
• Boarding schools played a role in mitigating learning losses by providing a stable learning environment.
• Learning losses were least severe for secondary students compared to primary and lower secondary levels.

Introduction

• Bhutan prioritized the reopening of schools for Grades X and XII to ensure continuity of high-stakes exams like the Bhutan Certificate of Secondary Education (BCSE) and Bhutan Higher Secondary Education Certificate (BHSEC).
• The 5-month closure coincided with a critical period for secondary students, potentially amplifying challenges for those from low-income backgrounds or with limited home support.

Findings

• Performance Changes: Exam scores from 2019 to 2021 showed minimal drops, with Dzongkha scores more affected than English or Science, likely due to less developed resources for remote learning in Dzongkha.
• Group Performance: Men scored lower in English but not Science; women scored higher in Dzongkha. Urban students outperformed rural students, though the rural gap narrowed in Dzongkha. Access to computers correlated with better English scores but not Dzongkha scores.
• Predictors of Performance: Having an educated parent and access to computers at home were key predictors. Boarding schools helped equalize outcomes by compensating for household inequalities.

Data and Methods

• Data from 2016–2021 national exams, school EMIS data, and an ADB survey of 21,882 students merged to analyze trends and disparities.
• Comparisons tracked the same students, adjusting for variables like parental education, computer access, and boarding status.

Limitations and Further Research

• Study limitations include sample size and variations in continuous assessment scores.
• Recommendations prioritize analyzing dropouts, the impact on students with disabilities, and learning losses in primary and lower secondary education.

Conclusion

• The closure impact was mitigated by targeted government interventions and the supportive role of boarding schools.
• While learning losses were minimal, addressing inequalities through enhanced support systems and equitable access to resources remains crucial for Bhutan’s education system.