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

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  • Nishihata, Masaya
  • Kobayashi, Yohei

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.

Suggested Citation

  • Nishihata, Masaya & Kobayashi, Yohei, 2024. "Inequalities in student learning and screen time due to COVID-19: Evidence from Japan," Journal of the Japanese and International Economies, Elsevier, vol. 71(C).
    • Handle: RePEc:eee:jjieco:v:71:y:2024:i:c:s088915832300059x
    DOI: 10.1016/j.jjie.2023.101304
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    More about this item

    Keywords

    COVID-19; Educational inequalities; Learning time; Screen time;
    All these keywords.

    JEL classification:

    • I24 - Health, Education, and Welfare - - Education - - - Education and Inequality
    • I28 - Health, Education, and Welfare - - Education - - - Government Policy
    • J24 - Labor and Demographic Economics - - Demand and Supply of Labor - - - Human Capital; Skills; Occupational Choice; Labor Productivity

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