Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/296786 
Erscheinungsjahr: 
2023
Schriftenreihe/Nr.: 
ADBI Working Paper No. 1392
Verlag: 
Asian Development Bank Institute (ADBI), Tokyo
Zusammenfassung: 
In Indonesia, COVID-19 pandemic-induced school closures led to a significant loss of learning among students, necessitating remedial learning programs. This study thus aimed to explore whether differentiated remedial teaching can improve the foundational numeracy skills of students and if the improvements would be better in schools with added individual tutoring. It also aimed to understand whether additional training of school principals would strengthen the results. After implementing four interventions in 25 primary schools to 1,545 students for eight weeks, we found that all interventions significantly improved the foundational numeracy skills of students, students in schools with added individual tutoring did better than those without the added tutoring, and teachers in schools with trained principals were more punctual in implementing the intervention.
Schlagwörter: 
learning loss
group remedial
individual tutoring
school principal support
JEL: 
I21
Persistent Identifier der Erstveröffentlichung: 
Creative-Commons-Lizenz: 
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Dokumentart: 
Working Paper

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