Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/315102 
Erscheinungsjahr: 
2024
Schriftenreihe/Nr.: 
IES Working Paper No. 41/2024
Verlag: 
Charles University in Prague, Institute of Economic Studies (IES), Prague
Zusammenfassung: 
Betthäuser et al. (2023) examine the effects of the COVID-19 pandemic on the learning progress of school-aged children. They collect 291 estimates from 42 studies. Their meta-analysis-corrected estimate implies a substantial decline in students' learning (Cohen's d = -0.14, 95% confidence interval -0.17 to -0.10). First, we successfully reproduce the main results and the majority of supporting figures. Second, we provide additional analysis addressing publication bias by implementing correction techniques: PET-PEESE (funnelbased), 3PSM (selection model), and RoBMA (model averaging). Additionally, we implement novel approaches that account for the strength of biased selection favoring affirmative results in the sample of analyzed studies. Third, we use techniques that assume the presence of p-hacking (MAIVE, RTMA). Using these methods, the corrected effect ranges from -0.25 to -0.11 with high statistical significance. While our analysis does reveal some evidence of publication bias and p-hacking, these phenomena do not appear to systematically distort the overall findings of the original study."
Schlagwörter: 
Replication
Robustness
Meta-analysis
COVID-19
Education
Learning deficit
JEL: 
I21
I24
I28
C68
Dokumentart: 
Working Paper

Datei(en):
Datei
Größe
2.31 MB





Publikationen in EconStor sind urheberrechtlich geschützt.