Résumés
Résumé
La COVID-19 a conduit à la fermeture des écoles au printemps 2020 et affectant plus de 30 000 élèves dans le secteur éducatif francophone du Nouveau-Brunswick. L’article examine l'impact des fermetures d'écoles au Nouveau-Brunswick sur les apprentissages des élèves en lecture en 2e année (n = 2097) ainsi que des facteurs de résilience pour la continuité des apprentissages à la maison. Les données d’évaluations provinciales, celles relatives au développement de l’enfant à la maternelle et le sondage administré après la réouverture des écoles, sont utilisées pour répondre aux questions de recherche : 1) Quel a été l’impact de la COVID-19 sur les résultats d’apprentissages des élèves en lecture en 2e année du primaire? 2) Quelle est l’ampleur de l’écart d’apprentissage créé par la COVID-19 entre les élèves qui étaient à risque à l’entrée à la maternelle et les autres qui étaient à développement approprié? 3) Quels sont les facteurs de résilience qui ont atténué l’impact de la COVID-19 sur la réussite scolaire? 4) Quelles sont les tailles d’effets de ces facteurs de résilience? La méthode d’appariement par les scores de propension et la régression logistique binaire multivariée ont permis d’apporter des réponses à ces questions. Des pistes de recherches futures sont proposées.
Abstract
COVID-19 led to school closures in the spring of 2020 and affected more than 30,000 students in New Brunswick's Francophone schools. This article examines the impact of New Brunswick school closures on grade 2 reading students (n = 2097) as well as resilience factors for continuity of learning at home. Provincial assessment data on child development in kindergarten and the survey taken after schools reopened are used to answer the following research questions: 1) What was the impact of COVID-19 on students' reading outcomes in Grade 2 of elementary school? 2) How big is the learning gap caused by COVID-19 between students who were at risk at the beginning of kindergarten and others who were developmentally ready? 3) What resilience factors mitigated the impact of COVID-19 on academic success? 4) How important were the effects of these resilience factors? The propensity score matching method and multivariate binary logistic regression provided answers to these questions. Future research avenues are suggested.
Resumen
La COVID-19 ha llevado al cierre de las escuelas en la primavera 2020 afectando a más de 30 000 personas del alumnado en el área educativa francófona de Nuevo Brunswick. El artículo examina el impacto del cierre de escuelas en Nuevo Brunswick en los aprendizajes de alumnas y alumnos en lectura de 2.o año (n = 2097) así como de los factores de resiliencia para la continuidad de los aprendizajes en casa. Los datos de evaluaciones provinciales, los que tratan del desarrollo del niño al parvulario así como el sondeo que se realizó tras la reapertura de las escuelas, son utilizados para responder a las preguntas de investigación: 1) ¿Cuál ha sido el impacto de la COVID-19 sobre los resultados de aprendizajes de los alumnos en lectura de 2.o de primaria? 2) ¿Cuál es la amplitud de la brecha en el aprendizaje creada por la COVID-19 entre los alumnos que eran a riesgo al entrar al parvulario y los demás cuyo desarrollo era apropiado? 3) ¿Cuáles son los factores de resiliencia que han atenuado el impacto de la COVID-19 sobre el éxito escolar? 4) ¿Cuáles son los tamaños de efectos de estos factores de resiliencia? El método de apareamiento por puntaje de propensión y la regresión logística binaria multivariada han permitido encontrar respuestas a estas preguntas. Se proponen futuras pistas de investigaciones.
Parties annexes
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