Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices

Haser, Çiğdem; Doğan, Oğuzhan; Erhan, Gönül Kurt

doi:10.1016/j.ijedudev.2021.102536

Cited by 32 publications

(36 citation statements)

References 20 publications

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“…In addition, the experiences of the participants in this study which indicated a decrease in motivation or enthusiasm for learning, low learning discipline, a tendency to underestimate the learning process, and low learning outcomes emphasized the findings of previous studies (Di Pietro et al, 2020;Fitriyani et al, 2020;Hadjeris, 2021) which indicates that there has been a learning loss phenomenon in students during the pandemic (Andriani et al, 2021;Patrinos & Donnelly, 2021). It was the most feared impact of remote schools when the Covid-19 lockdown was first imposed (Brown et al, 2020;Haser et al, 2022;Wahyudi, 2021).…”

Section: The Beginning Of Online Learning: Spontaneous Funmentioning

confidence: 87%

“…However, during the Covid-19 pandemic, all learners, including university students, experienced the same thing. Some characteristics of learning loss that can be seen are emotionally disturbed or stress (Adi et al, 2021;Händel et al, 2020), difficulty/loss of concentration while studying (Andriani et al, 2021), low absorption (Händel et al, 2020), lack of preparation for online learning (Adi et al, 2021;Haser et al, 2022), and a lack of good interaction between lecturers and students as well as between students (Khan & Ahmed, 2021;Mardiana et al, 2022;Yeomans et al, 2021). It appears that all of these characteristics were found in this study.…”

Section: The Beginning Of Online Learning: Spontaneous Funmentioning

confidence: 99%

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Learning in Covid-19 Pandemic: Phenomenological Study on Student's Experience

Ceisario

Amien²,

Mardiana³

2022

Progresiva

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The Covid-19 pandemic changed the learning atmosphere in Indonesia and over the world, from offline to online. Lecturers and students inevitably had to accept the change in learning direction imposed by the government to avoid the ferocity of the pandemic. This study aimed to describe the online learning experience of three Islamic Religious Education students through a phenomenological approach. The authors collected the data through in-depth interviews, transcribed it verbatim into a solid description, and analyzed it through descriptive-psychological phenomenology procedures. This research showed that online learning was an interesting experience at the beginning of the Covid-19 pandemic. However, it ended up disappointing because it was not optimal and ineffective, constrained by many obstacles, and expensive. More than that, the fatal impact for students was learning loss characterized by stress, loss of learning motivation and decreased knowledge/skills due to learning outputs. The results of this study recommended that educational policymakers, education practitioners, and parents should make efforts to assist students so they can get out of the learning loss phenomenon after the pandemic has passed.

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Section: The Beginning Of Online Learning: Spontaneous Funmentioning

confidence: 87%

Section: The Beginning Of Online Learning: Spontaneous Funmentioning

confidence: 99%

Learning in Covid-19 Pandemic: Phenomenological Study on Student's Experience

Ceisario

Amien²,

Mardiana³

2022

Progresiva

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“…On the other hand, we can do nothing. Given the rise of digital technology, numerous strategies are available to counteract this decline in educational attainment (Angrist et al, 2021;Haser et al, 2022).…”

Section: Introductionmentioning

confidence: 99%

The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic

Susanto¹

2022

scr. j. j. linguist. engl. teach.

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Background: The occurrence of the Covid-19 pandemic forced educational institutions to change learning methods and techniques, especially at Islamic universities in Indonesia. Learning loss is a separate obstacle that must be faced after the COVID-19 pandemic. This study aims to describe lecturers' factors, strategies, and roles in dealing with learning loss in learning English at Islamic universities in Indonesia. Methodology: This study examines or interprets written materials based on the context of published records, textbooks, newspapers, periodicals, and articles. This paper's method guided the writing of research-based conclusions. These conclusions defined "learning loss" and examined the English learning problems at Islamic universities in Indonesia following the pandemic. Descriptive-qualitative methods get facts and interpretations. This method studies deductive and inductive reasoning up to the level of description. Findings: This study finds some factors of learning loss in English learning at Islamic universities, such as internet access, the quality of their distance education program, families, and engagement. Conclusion: This research concludes that in overcoming learning loss after the COVID-19 pandemic, learning recovery is carried out by all parties, including the university, lecturers, the entire campus academic community, and local and central governments, by designing the Independent Learning Curriculum. Originality: This research demonstrates that the COVID-19 pandemic significantly impacts English learning. In addition, this study identifies the causes of student learning loss at Islamic universities.

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“…There are some too the external factors that substantially giving influence as material subject presentation model, teachers' personality and conduct, learning environment, teachers' competency, vast society mannerism. Reaffirmed by Haser (2022) denoted there is an effect of the application of method, family's economic social status and lack of collaboration between teachers and students on learning mathematics. These factors must have taken into consideration as an objective learning mathematics to attain.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Prior Knowledge, Emotional Intelligence and Motivation on Mathematical Communication

Rajagukguk¹,

Bina²,

Samosir³

2022

eqr

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Purpose: To examine thoroughly 1) The effect of Prior Knowledge, Emotional Intelligence and Motivation on Mathematical Communication, 2) The effect Prior Knowledge and Motivation concomitantly on Mathematical Communication, 3) The effect of Emotional Intelligence and Motivation simultaneously on Mathematical Communication, 4) The effect of Prior Knowledge, Emotional Intelligence and Motivation at the same time on Mathematical Communication. Methodology: This observation rendered as quantitative with correlational-designed observation. The Applied technical data analysis was descriptive statistic, regressive analysis and coefficient multi-correlation with SPSS. Findings: The findings of this study were to unfold: 1) Positive and significant effect of Prior Knowledge on Mathematical Communication, was the highest effect. 2) Positive and significant effect of Motivation on Mathematical Communication is the lowest effect. 3) Positive and significant effect of Prior Knowledge and Motivation concomitantly was higher effect than Emotional Intelligence and Motivation on Mathematical Communication. 4) Positive and Significant effects of Prior Knowledge, Emotional Intelligence, and Motivation simultaneously effected on Mathematical Communication. Significance: In virtue of the findings result, herewith the researcher proposed a recommendation to the teachers so that always being paying attention upon the three independent variables in time of ongoing learning mathematics because of these three variables when they are maximized at the same time will reinforce Mathematical Communication maximally. To the next researcher may do research concerning motivational consequence to become the least contributor to Mathematical Communication as had been retained in this observation.

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Tracing students’ mathematics learning loss during school closures in teachers’ self-reported practices

Cited by 32 publications

References 20 publications

Learning in Covid-19 Pandemic: Phenomenological Study on Student's Experience

Learning in Covid-19 Pandemic: Phenomenological Study on Student's Experience

The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic

The Effect of Prior Knowledge, Emotional Intelligence and Motivation on Mathematical Communication

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