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An IERI – International Educational Research Institute Journal

Table 2 Average remote learning quality scales and indicator by country

From: Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors

RLQ scale

DNKa

ETHa

KENa

RUS

SVN

ARE

UZB

Self-efficacy in technology use

0.86 (0.02)

− 1.07 (0.04)

− 1.01 (0.06)

0.49 (0.03)

0.58 (0.03)

0.33 (0.04)

− 0.18 (0.03)

Access to quality technology

0.93 (0.01)

0.10 (0.02)

0.12 (0.02)

0.83 (0.01)

0.86 (0.01)

0.88 (0.01)

0.77 (0.03)

Effective teachers

− 0.11 (0.03)

− 0.29 (0.07)

− 0.78 (0.09)

0.03 (0.04)

0.05 (0.03)

0.43 (0.03)

0.65 (0.04)

Engaged students

− 0.09 (0.03)

− 0.73 (0.07)

-0.83 (0.09)

0.50 (0.03)

0.32 (0.03)

0.37 (0.03)

0.41 (0.04)

  1. Standard errors are presented in parentheses. Probability weights have been applied and jackknife standard errors are presented for all countries except in Denmark, Ethiopia, and Kenya. Standard errors reported for Denmark, Ethiopia, and Kenya account for clustering of observations within schools. Due to lack of scalar invariance, averages on the Self-Efficacy in Technology Use scale should not be compared across countries.
  2. DNK = Denmark, ETH = Ethiopia, KEN = Kenya, RUS = Russian Federation, SVN = Slovenia, ARE = United Arab Emirates, UZB = Uzbekistan
  3. aData may not be representative of target population.