The statistical service of the Ministry of Education has published the first results from surveys of students, teachers and parents.
The note of the Ministry of Education's Directorate of Evaluation, Forecasting and Performance (DEPP-DVE) is based on seven surveys conducted between March and May among parents, secondary school students, school teachers, principals and headmasters, as well as inspectors and principal education advisors. In total, nearly 100,000 people were surveyed after leaving confinement about their experiences during the entire period.
When asked about the possible impact of distance learning, teachers emphasize the progress made by students in terms of autonomy and mastery of digital tools. Parents confirm this gain in autonomy and two-thirds believe that their child has maintained his/her level of learning. Six out of ten of them consider that they have discovered new methods.
A small proportion of middle and high school students report having encountered material difficulties in working
Secondary school students were asked about any difficulties they had with school work during this period. Only 19% of middle and high school students said they often or very often had trouble organizing themselves, and only 14% said they often or very often had trouble understanding instructions.Few also report having difficulty working independently (15% often or very often), but nearly two out of five students report having lacked motivation often or very often.
Students reporting material difficulties (other than those that might be related to difficulties in operating digital tools) are very much in the minority. On the contrary, nine out of ten students consider that they have not lacked space at home and nearly eight out of ten have never lacked materials.
More than one-third of the students had never experienced computer difficulties; for the remainder, these difficulties were episodic (41%) rather than recurrent (25%).
"Beyond the views of parents, students, and educational actors on the period of confinement and educational continuity, one can ask about the possible positive or less positive impacts of this situation for the future. Teachers were asked about several areas that may have been positively impacted by students' participation in the educational continuity arrangement. Among these, six are key levers for student learning. In secondary schools, teachers were divided on the positive impact of the period on student collaboration or the school-family bond.Nearly eight in ten teachers agree that the period will have had a beneficial impact on students' digital skills and independence
More than one in two teachers identify a beneficial effect on the amount of work doneHowever, a clear majority of teachers (62%) consider that this period will not have a positive effect on student motivation, in line with what the students themselves say. Finally, only 10% of teachers consider that this period could have a positive effect on reducing school inequalities.
While only four out of ten parents feel that their child has made progress, six out of ten feel that their child has discovered new ways of learning and has become more independent.
Of the parents surveyed, 60% said that learning new ways to learn and becoming more independent were positive for their child.
As for learning during this period of school closure, 66% of parents consider that the level of learning has been maintained, but only 41% that their child has progressed in his or her learning and 37% that he or she has been able to improve his or her level in certain subjects.
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