COVID-19 shuttered schools around the world, upending traditional approaches to educational attainment. Emergency remote teaching became a challenge for school managers. How to successfully get students back to school without falling behind and feeling anxious. This study focuses on school policy and intervention that will protect and help students from the pandemic's effects.
This research analyzes data from the IEA survey REDS (Responses to Educational Disruption Survey), including 10,349 junior high school teachers who teach G8 students. Based on the REDS user manuscript and the R software used to run regression.
Focusing on what kind of community and parent support is most likely to predict lower learning disruption.
The result shows that the school’s information system, social media sites, postal service, Video calls predict lower learning postpone. School’s email system, social media sites, Video calls predict lower learning withdraw. Meanwhile, Nutrition, learning materials, Organization of school days, financial support predict lower learning postpone. Health, earning materials, Study skills predict lower learning withdraw.
Based on the results: It is important for principles to use different channels to communicate with parents. Otherwise, schools can educate not only students but also parents’ knowledge about parenting during the pandemic.

Authors:
Lienchun Lin, National Chen Chi University, Taiwan

About the Presenter(s)
Mr LIENCHUN LIN is a Independent Scholar at National CHEN CHI University in Taiwan

See this presentation on the full schedule – Saturday Schedule

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