 Self-learning at the right level, COVID-19, school closure, and non-cognitive abilitiesMinhaj Mahmud, Yasuyuki Sawada, Mai Seki and Kazuma Takakura Economics of Education Review, 2025, vol. 107, issue C Abstract: The COVID-19 pandemic and associated school closures exacerbated the global learning crisis, especially for children in developing countries. Teaching at the right level is gaining greater importance in the policy arena as a means to recover learning loss. This study forms part of an emerging body of work to examine the long-term effects of experimental educational interventions. In particular, we investigate the long-term effects of Kumon’s “self-learning at the right level” program, which was previously found to be effective in the short run in improving both the cognitive and non-cognitive abilities of disadvantaged students in Bangladesh. We revisit these students almost six years after the intervention followed by COVID-19 school closures. The program’s impact on non-cognitive abilities seems to remain perceptible, whereas its effect on cognitive abilities might have been attenuated. This suggests that such individualized self-learning interventions can effectively sustain students’ non-cognitive abilities amid academic disruptions. Keywords: Self-learning at the right level; COVID-19; School closure; Non-cognitive abilities; Long-term follow-up (search for similar items in EconPapers) Downloads: (external link) Related works: Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text Persistent link: https://EconPapers.repec.org/RePEc:eee:ecoedu:v:107:y:2025:i:c:s0272775725000378 DOI: 10.1016/j.econedurev.2025.102657 Access Statistics for this article Economics of Education Review is currently edited by E. Cohn More articles in Economics of Education Review from Elsevier |
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