2
Assignment #3
Literature Synthesis
by
EDU 708 CRN 22183 L01
Research Design in Education
Nova Southeastern University
September 29, 2024
Introduction
Learning loss, a significant challenge in the education sector, has been further exacerbated by the COVID-19 pandemic. The measures put in place to mitigate the effects of the pandemic, including school closures, virtual learning, and social distancing, have disproportionately affected students from low economic backgrounds and marginalized areas. Extensive research has been conducted to evaluate and analyze various aspects of learning loss. This paper aims to provide a comprehensive synthesis of this research, offering a thorough understanding of the issue and urgently proposing potential interventions to address this complex problem.
Factors Contributing to Learning Loss
As highlighted by Zhdanov et al. (2022), the closure of schools and institutions of learning during the pandemic had a profound impact on the global student population, affecting 94% of students. Furthermore, 66.9% of instructors had to adapt to virtual teaching for the first time. School closure emerged as the primary contributor to learning loss, although its impact was not uniform across all students. This article also delved into other factors that contribute to learning loss, such as limited learning time, emotional factors, changes in teaching methods, and difficulties in accessing education (Zhdanov et al., 2022). Comment by Mary Kolesinski: Use past tense when referring to study already conducted.
Impact of COVID-19 Pandemic on Education
The closure of schools during the pandemic has exacerbated educational inequality, particularly for students from vulnerable populations. The shift to virtual learning, while necessary for safety, was not accessible to all. As Schuurman et al. (2023) pointed out, school closure has widened the gap in educational opportunities. Students who were already at risk of educational disadvantage due to unfavorable home conditions were further marginalized during the pandemic.
Comparably, the COVID-19 pandemic significantly disturbed the psychology and learning of students. Maba et al. (2023) explained that the students were scared of the coronavirus as they kept on witnessing how much people kept suffering and dying. Instead of focusing on their studies, they were constantly worried and anxious about their well-being. Thus, online learning has a great potential of causing learning loss. Additionally, the academic pressure students go through, as well as excess assignments and learning loads may result in a learning loss.
Learning loss has been highly associated with the COVID-19 pandemic. Fuchs et al. (2023) analyzed pandemic learning loss, concentrating on students with comorbid comprehension and mathematical word problem-solving issues. The pandemic affected these students more than others in the general population. The analysis focused on this cohort of students with learning challenges and tracked their performance across three periods: pre-pandemic disruption, early pandemic disruption, and extended pandemic disruption. The study also revealed how pupils of these types suffered three times more during reading and mathematics. It also showed how the right remote intervention programs registered a high promise in averting such a loss.
Mitigating Learning Loss
“School turnaround is a detailed and comprehensive intervention that significantly gains student achievement in a low-performing school within two academic years” (Taylor et al., 2023, p.___). Schools are experiencing much pressure on students to perform well after the pandemic. Teachers were expected to think of innovative changes that would meet the educational needs of every student. School principals were expected to lead and organize initiatives necessary to improve the complex and constantly changing learning environment (Taylor et al., 2023). Reynolds & Yavuz (2021) stated that the leadership of a school is indispensable to the success of summer programs. The programs positively impact economically disadvantaged students. Comment by Mary Kolesinski: Since this is a direct quote, you must include the page number in your text citation. Comment by Mary Kolesinski: Use ampersand with two authors
Teaching was among the professions that were highly affected by the pandemic. According to Demir et al. (2022), teachers stated that learning loss happens in various ways, such as social loss, academic loss, psychological loss, loss of health and safety, and loss of skills. Teachers pointed out this remarkably led to learning loss, especially in spelling, reading, and mathematics. Thus, teachers recommended devising educational support programs and social and cultural activities to amend the students’ educational, health, social, and economic setbacks (Demir et al., 2022).
A study by Pindiprolu & Mark (2020) compared the effects of two early-intervention reading software, Funnix and PLATO, in reducing summer reading loss among students in rural areas. Each software was intended to focus on a few specific literacy essentials, including phonemic awareness, phonics, vocabulary, comprehension, and reading fluency. In the Funnix program, students improved their phonemic awareness and vocabulary scores, while students in the PLATO group received an even more significant improvement in comprehension scores. From the survey results, parents and students were reasonably optimistic about their perceptions of the programs, focusing on the level of interest. Students’ verbal response to the animations and other features in both programs was positive, and the majority said the stories were exciting and that the programs helped enhance reading skills.
Recommendations
Firstly, ascertaining the magnitude of learning losses and implementing remedial programs will curb medium and long-term educational challenges (Zhdanov et al., 2022). Secondly, remote support should be organized for vulnerable student populations during long periods of school closure (Fuchs et al., 2023). Additionally, educational support programs and social and cultural activities should be devised to amend the students’ educational, psychological, social, and economic setbacks (Demir et al., 2022). Moreover, to overcome learning loss, educational stakeholders must continually evaluate and improve education systems via initiatives that lessen learning loss and promote student achievements (Taylor et al., 2023; Maba et al., 2023). Lastly, implementing computer-assisted programs could help solve the problem of reading loss faced by students in rural areas with few resources and poor teaching facilities (Pindiprolu & Mark, 2020). Comment by Mary Kolesinski: When including more than one author in a text citation, use alphabetical order of first author’s last name to reposition articles
Conclusion
The effects of the COVID-19 pandemic on education were dire during and even after the pandemic. The research papers discussed have expounded on and analyzed learning loss, discussed mitigation measures, and discussed the psychological effect of the pandemic on students. Others have expressed the opinions of teachers regarding learning loss during the pandemic. Therefore, implementing these recommendations is a sure way of aiding educators in curtailing student learning loss. Comment by Mary Kolesinski: Who? Educators, researchers, writers?
References
Demir, F., ÖZDAŞ, F., & ÇAKMAK, M. (2022). Examining the learning losses of students in the COVID-19 process according to teachers’ opinions.
International Journal of Psychology and Educational Studies,
9,
1012-1026
.
Comment by Mary Kolesinski: Page numbers are not italicized in reference citation.
Fuchs, L. S., Seethaler, P. M., Fuchs, D., & Espinas, D. (2023). Severe pandemic learning loss and the promise of remotely delivered intervention in students with comorbid reading and mathematics learning difficulty. Journal of learning disabilities,
56(4), 278-294.
Maba, W., Widiastuti, I. A. M. S., Mantra, I. B. N., Suartama, I. K., & Sukanadi, N. L. (2023). Learning Loss: Impact of the COVID-19 Pandemic on the Students’ Psychosocial Condition.
Journal of Education and E-Learning Research,
10(2), 209-214.
Comment by Mary Kolesinski: Issue and page numbers are not italicized
Pindiprolu, S. S., & Marks, L. J. (2020). Preventing summer reading slide: Examining the effects of two computer-assisted reading programs. Rural Special Education Quarterly,
39(3), 116-127.
Reynolds, A. & Yavuz, O. (2021).
A Mechanism to Increase Literacy and Math Skills and to Reduce Summer Learning Loss. Southern Connecticut State University.
Comment by Mary Kolesinski: Not every word in title of article is capitalized; check APA Manual.
Schuurman, T. M., Henrichs, L. F., Schuurman, N. K., Polderdijk, S., & Hornstra, L. (2023). Learning loss in vulnerable student populations after the first COVID-19 school closure in the Netherlands.
Scandinavian Journal of Educational Research,
67(2), 309-326.
Taylor, D. A., Lewis, N., Walker, A., & Gray, J. A. (2023). Perspectives of two principals: how to mitigate learning loss in turnaround schools.
Preventing School Failure: Alternative Education for Children and Youth,
67(3),
145-154.
Zhdanov, S. P., Baranova, K. M., Udina, N., Terpugov, A. E., Lobanova, E. V., & Zakharova, O. V. (2022). Analysis of Learning Losses of Students during the COVID-19 Pandemic.
Contemporary Educational Technology,
14(3
).
Comment by Mary Kolesinski: You need to add page numbers to reference citation.
