The Impact of Learning Loss due to Family Income Factors on Students' Achievement during the COVID-19 Pandemic

Oktariani, Falinda; Fionasari, Richa; Ramdha, Triana

doi:10.51276/edu.v3i1.203

Cited by 4 publications

(5 citation statements)

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“…Less practice, difficulty in expressing English capability in an authentic situation (Engzell et al, 2021;Oktariani et al, 2021;Panagouli et al, 2021;Sawarkar et al, 2020;Zhdanov, 2022) Articles Table 2 portrayed that numerous students have suffered three domains of learning loss, i.e., affective loss, cognitive and psychomotor. Each domain contributed to various types of loss experienced by students during teaching and learning.…”

Section: Resultsmentioning

confidence: 99%

“…Additionally, it affected students who come from low-income families. Online education must meet the demand for technology such as laptops, computers, and Wi-Fi (Machmud et al, 2021;Oktariani et al, 2021). However, low-income families cannot do so and face significant technological obstacles.…”

Section: Sources Of Learning Lossmentioning

confidence: 99%

“…This issue increases students' anxiety, stress, and lack of concentration on their studies -increasing the possibility of losing competencies. (Kohli et al, 2021;Oktariani et al, 2021). In addition, the various learning styles are essential in getting an education.…”

Section: Sources Of Learning Lossmentioning

confidence: 99%

“…The students' lack of opportunity to acquire material from the Internet at home contributed to their teachers' misinterpretation of the teaching they were given (Engzell et al, 2021;Onyema, Chika, et al, 2020). In English class, for instance, it has been discovered that students do not succeed in practicing how to express their English capability in authentic situations, or at the very least practice them in role-play situations -this is although the students are allowed to do so yet getting minimum results (Dasaradhi et al, 2016;Oktariani et al, 2021).…”

Section: Psychomotor Domainmentioning

confidence: 99%

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Learning Loss Typology: A Proposed Framework for Categorizing Learning Loss During COVID-19 Pandemic

Pratama,

Nitiasih,

Suwastini

2023

JIPP

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Learning loss has been a global issue around educational scope lately. This study aimed at proposing a framework for categorizing learning loss during the covid-19 pandemic based on article review results. A qualitative approach has been employed utilizing systematic and qualitative-critical reviews as the research design. The main subject involved 26 articles that were selected purposively. All data were analyzed interactively before the objective was set, and the results were portrayed through grounded theory by Anderson & Krathwohl's dimensions of learning. The results show that learning loss in the affective domain includes a lack of learning motivation, social interaction, self-esteem, engagement, and interest. The sources of learning loss in the affective domain are geographical factors, socio-economic factors, and the digital divide; and in the psychomotor domain are educational inequality and low competence to adapt to situations. The mitigation of learning loss in the affective domain is improving learning facilities and mental care for students in the cognitive domain is adjusting the curriculum and adapting learning methods; in the psychomotor domain is an enhancing literacy skill.

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Section: Resultsmentioning

confidence: 99%

Section: Sources Of Learning Lossmentioning

confidence: 99%

Section: Sources Of Learning Lossmentioning

confidence: 99%

Section: Psychomotor Domainmentioning

confidence: 99%

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Learning Loss Typology: A Proposed Framework for Categorizing Learning Loss During COVID-19 Pandemic

Pratama,

Nitiasih,

Suwastini

2023

JIPP

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“…This may have been due to the unpreparedness of the parents, lack of computer equipment, not all students having internet access, online learning requiring too much screentime, and the lacking of any interaction with friends causing stress for either the students or teachers [ 33 – 35 ]. Moreover, especially in families with a low household income, learning loss was especially prevalent, which in turn caused students to drop out of school [ 36 , 37 ]. To handle this learning loss due to school closures as a result of COVID-19, more effective distance education may be required to help solve this problem [ 26 , 38 – 40 ].…”

Section: Introductionmentioning

confidence: 99%

Learning loss and psychosocial issues among Thai students amidst the COVID-19 pandemic: the perspectives of teachers in the online classroom

Suwathanpornkul,

Sarnkhaowkhom,

Tulmethakaan

et al. 2023

BMC Psychol

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Background The COVID-19 pandemic has had a broad influence on health and society across the globe, especially on the education sector as its educators have had to continue the provision of teaching and learning opportunities to their students online in the midst of pandemic. This has led to learning loss and psychological health issues among students, which is now being recognized worldwide. This study aims to explore the perceptions, perspectives, and experiences of teachers with regards to learning loss and psychological health issues among students during the COVID-19 pandemic in Thailand. Methods Descriptive qualitative research was employed to gain a richer understanding of this interesting phenomenon. The experiences of twelve primary and secondary teachers were looked into by dividing them into several focus groups and interviewing them through video conferencing. All interviews were recorded, transcribed and analyzed through the use of content analysis. Results The findings that include the perceptions, perspectives, and experiences among teachers focused on three main themes, which are teaching and Learning during the COVID-19 pandemic, learning loss caused by the COVID-19 pandemic, and support to deal with the psychosocial issues during the COVID-19 pandemic. These are then divided into fifteen sub themes. Conclusions Through these findings, this study is able to provide an understanding of the perceptions, perspectives, and experiences of teachers regarding learning loss and psychosocial issues among students during the COVID-19 pandemic in Thailand. It also highlights the psychological issues that were met, the social and family support offered, ways how learning loss among students could have been prevented in the midst of the pandemic, and finally suggests what the education administrators and healthcare or public health sector administrators can do to enhance the quality of education and resilience skills of the students during and after the pandemic.

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Predicting students’ performance at higher education institutions using a machine learning approach

Mohd Zaki,

Razali,

Awang Kader

et al. 2024

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PurposeMany studies have examined pre-diploma students' backgrounds and academic performance with results showing that some did not achieve the expected level of competence. This study aims to examine the relationship between students’ demographic characteristics and their academic achievement at the pre-diploma level using machine learning.Design/methodology/approachSecondary data analysis was used in this study, which involved collecting information about 1,052 pre-diploma students enrolled at Universiti Teknologi MARA (UiTM) Pahang Branch between 2017 and 2021. The research procedure was divided into two parts: data collecting and pre-processing, and building the machine learning algorithm, pre-training and testing.FindingsGender, family income, region and achievement in the national secondary school examination (Sijil Pelajaran Malaysia [SPM]) predict academic performance. Female students were 1.2 times more likely to succeed academically. Central region students performed better with a value of 1.26. M40-income students were more likely to excel with an odds ratio of 2.809. Students who excelled in SPM English and Mathematics had a better likelihood of succeeding in higher education.Research limitations/implicationsThis research was limited to pre-diploma students from UiTM Pahang Branch. For better generalizability of the results, future research should include pre-diploma students from other UiTM branches that offer this programme.Practical implicationsThis study is expected to offer insights for policymakers, particularly, the Ministry of Higher Education, in developing a comprehensive policy to improve the tertiary education system by focusing on the fourth Sustainable Development Goal.Social implicationsThese pre-diploma students were found to originate mainly from low- or middle-income families; hence, the programme may help them acquire better jobs and improve their standard of living. Most students enrolling on the pre-diploma performed below excellent at the secondary school level and were therefore given the opportunity to continue studying at a higher level.Originality/valueThis predictive model contributes to guidelines on the minimum requirements for pre-diploma students to gain admission into higher education institutions by ensuring the efficient distribution of resources and equal access to higher education among all communities.

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The Impact of Learning Loss due to Family Income Factors on Students' Achievement during the COVID-19 Pandemic

Cited by 4 publications

References 4 publications

Learning Loss Typology: A Proposed Framework for Categorizing Learning Loss During COVID-19 Pandemic

Learning Loss Typology: A Proposed Framework for Categorizing Learning Loss During COVID-19 Pandemic

Learning loss and psychosocial issues among Thai students amidst the COVID-19 pandemic: the perspectives of teachers in the online classroom

Predicting students’ performance at higher education institutions using a machine learning approach

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