The unified state examination in mathematics in urban and rural schools: The impact of the 2020-2021 pandemic
Olga V. Korshunova 1 , Nadezhda V. Telegina 2 * , Leila A. Petrova 3 , Olga V. Pashanova 4 , Valentina V. Latysheva 5 , Alexey I. Prokopyev 6
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1 Department of Pedagogy, Vyatka State University, Kirov, RUSSIA2 Department of Higher School Pedagogy, Kazan (Volga region) Federal University, Kazan, RUSSIA3 Department of Foreign Languages of Academy of Engineering, Peoples’ Friendship University of Russia, Moscow, RUSSIA4 Department of Organization and Economics of Pharmacy, I. M. Sechenov First Moscow State Medical University (Sechenov University), Moscow, RUSSIA5 Department of Sociology, Psychology and Social Management, Moscow Aviation Institute (National Research University), Moscow, RUSSIA6 Department of State and Legal Disciplines, Plekhanov Russian University of Economics, Moscow, RUSSIA* Corresponding Author


This mixed methods study investigates the impacts of the COVID-19 pandemic on outcomes and perceptions related to the high-stakes unified state exam (USE) mathematics assessment in Russia. Quantitative descriptive analyses of USE scores from 2018-2021 revealed statistically significant distributional differences over time, with progressive increases in higher performance tiers. However, while a positive trend was discernible, strength of association tests indicated it was marginally moderate across years. Stratified pass rate analyses illuminated between-group variances, with specialized schools strongly rebounding after initial 2020 declines observed universally. To gain stakeholder insights, surveys were administered to students and teachers from urban versus rural regions. Attitudes regarding the mandatory USE removal diverged between groups; optimism permeated small rural schools despite hardships, while skepticism was pronounced among urban teachers citing accountability concerns. Stress perceptions revealed dissonances signaling wellbeing impacts. Overall, while achievement markers show positive trajectories, attitudinal variations based on school-types underline social dimensions shaping high-stakes test experiences. Results implicate targeted support policies and context-sensitive analytical approaches for optimal crisis mitigation. Granular investigations of less-understood equity gaps, expanding methodologies and detailed demographic profiling would enrich these findings. By quantifying exam trends alongside experiential nuances, the study develops a contextualized understanding of mathematical assessment transformations, informing localized continuity planning for uncertain futures.


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Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2024, Volume 20, Issue 2, Article No: em2403

Publication date: 19 Feb 2024

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