An IERI – International Educational Research Institute Journal
From: Inequality in remote learning quality during COVID-19: student perspectives and mitigating factors
N | N complete cases | N to-be-imputed | N after-imputation | |
---|---|---|---|---|
Effective teachers | ||||
Denmark | 1444 | 1206 (84%) | 42 (3%) | 1248 (86%) |
Ethiopia | 1952 | 1583 (81%) | 195 (10%) | 1778 (91%) |
Kenya | 1305 | 1185 (91%) | 44 (3%) | 1229 (94%) |
Russian Federation | 3357 | 3198 (95%) | 73 (2%) | 3271 (97%) |
Slovenia | 2552 | 2448 (96%) | 45 (2%) | 2493 (98%) |
United Arab Emirates | 2697 | 2473 (92%) | 75 (3%) | 2548 (94%) |
Uzbekistan | 2570 | 2546 (99%) | 14 (1%) | 2560 (100%) |
Self-efficacy | ||||
Denmark | 1444 | 1359 (94%) | 22 (2%) | 1381 (96%) |
Ethiopia | 1952 | 1701 (87%) | 200 (10%) | 1901 (97%) |
Kenya | 1305 | 1219 (93%) | 58 (4%) | 1277 (98%) |
Russian Federation | 3357 | 3199 (95%) | 73 (2%) | 3272 (97%) |
Slovenia | 2552 | 2482 (97%) | 31 (1%) | 2513 (98%) |
United Arab Emirates | 2697 | 2537 (94%) | 79 (3%) | 2616 (97%) |
Uzbekistan | 2570 | 2497 (97%) | 35 (1%) | 2532 (99%) |
Engaged students | ||||
Denmark | 1444 | 1218 (84%) | 61 (4%) | 1279 (89%) |
Ethiopia | 1952 | 1575 (81%) | 206 (11%) | 1781 (91%) |
Kenya | 1305 | 1141 (87%) | 90 (7%) | 1231 (94%) |
Russian Federation | 3357 | 3198 (95%) | 73 (2%) | 3271 (97%) |
Slovenia | 2552 | 2430 (95%) | 61 (2%) | 2491 (98%) |
United Arab Emirates | 2697 | 2446 (91%) | 104 (4%) | 2550 (95%) |
Uzbekistan | 2570 | 2533 (99%) | 23 (1%) | 2556 (99%) |