Inequalities in student learning and screen time due to COVID-19: Evidence from Japan

Masaya Nishihata and Yohei Kobayashi

Journal of the Japanese and International Economies, 2024, vol. 71, issue C

Abstract: We examine the impact of COVID-19-related school closures on student learning and screen time. We find that between January 2020 (pre-COVID-19) and May 2020, as the length of a COVID-19-related school closure increased, there was a decrease in learning time and an increase in screen time. These adverse effects tend to be more pronounced for students in low-income households, low academic achievers, and elementary school students living in single-parent households. Moreover, these adverse effects might have persisted until January 2021 for elementary school students in single-parent households. On average, while live online classes might mitigate the effects of decreased learning time for junior high school students, that effect is not found for low academic achievers.

Keywords: COVID-19; Educational inequalities; Learning time; Screen time (search for similar items in EconPapers)
JEL-codes: I24 I28 J24 (search for similar items in EconPapers)
Date: 2024
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Citations: View citations in EconPapers (1)

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Working Paper: Inequalities in Student Learning and Screen Time Due to COVID-19: Evidence from Japan (2022)
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Persistent link: https://EconPapers.repec.org/RePEc:eee:jjieco:v:71:y:2024:i:c:s088915832300059x

DOI: 10.1016/j.jjie.2023.101304

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