Dewi Susanti , Gautam Anand , Firda Arianti Arifin
{"title":"Leveraging school principals to address learning loss in Indonesia through group and individual targeting","authors":"Dewi Susanti , Gautam Anand , Firda Arianti Arifin","doi":"10.1016/j.ijedudev.2024.103153","DOIUrl":null,"url":null,"abstract":"<div><div>In Indonesia, the COVID-19 pandemic-induced school closure led to significant learning loss among students. This study aimed to explore if differentiated remedial teaching can improve the foundational numeracy skills of students and if the improvements are better in schools with added individual tutoring. It also aimed to understand if additional training of school principals would strengthen the results. After implementing the interventions in 25 primary schools to 1545 students for eight weeks, we found that the interventions significantly improved the foundational numeracy skills of students, and teachers in schools with trained principals were more punctual in implementing the intervention.</div></div>","PeriodicalId":48004,"journal":{"name":"International Journal of Educational Development","volume":"112 ","pages":"Article 103153"},"PeriodicalIF":2.8000,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Educational Development","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0738059324001809","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
In Indonesia, the COVID-19 pandemic-induced school closure led to significant learning loss among students. This study aimed to explore if differentiated remedial teaching can improve the foundational numeracy skills of students and if the improvements are better in schools with added individual tutoring. It also aimed to understand if additional training of school principals would strengthen the results. After implementing the interventions in 25 primary schools to 1545 students for eight weeks, we found that the interventions significantly improved the foundational numeracy skills of students, and teachers in schools with trained principals were more punctual in implementing the intervention.
期刊介绍：
The purpose of the International Journal of Educational Development is to foster critical debate about the role that education plays in development. IJED seeks both to develop new theoretical insights into the education-development relationship and new understandings of the extent and nature of educational change in diverse settings. It stresses the importance of understanding the interplay of local, national, regional and global contexts and dynamics in shaping education and development. Orthodox notions of development as being about growth, industrialisation or poverty reduction are increasingly questioned. There are competing accounts that stress the human dimensions of development.
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