TITLE AUTHO REFERENCE (APA 7TH ED RESEA RESEARCH THEOR METHODOLOGY STATE HOW EACH CONCLUSION/

R FORMAT) RCH QUESTIONS ETICAL IS ANSWERED RECOMMENDATION

PARENTH REFERENCE GAP/PR BASES RESEARCH ETHICAL INSTRUMENT
ETICAL & FORMAT OBLEM & DESIGN CONSIDE
NARRATI FRAME RATIONS
VE IN- WORK
TEXT
CITATION
Learnin Robin PARENTH Donnelly, R., & The Have Covid- Research Systematic Learning loss is being The systematic review
g loss Donnelly ETICAL Patrinos, H. A. article 19 education design used in review of existing experienced. The analyzed learning-loss
during and Harry (Donnelly & (2022). Learning highlight closures the study is a studies and coded systematic review evidence from March 2020
Covid-1 Anthony P Patrinos, loss during s the resulted in systematic them based on identified eight studies, to March 2021 and
9: atrinos 2021) Covid-19: An limited recorded review specific with findings showing identified eight studies.
An earl early systematic number student classifications. that seven out of these Seven studies documented
y NARRATI review. of studies learning These eight studies reported student learning loss, while
systema VE IN- Prospects, on losses? classifications some level of learning one found learning gains in
tic TEXT 51(601–609). learning included aspects loss among students, a specific subgroup and
review CITATION https://doi.org/ loss such as the indicating the pervasive another noted gains among
Donnelly 10.1007/s11125- related to country of study, impact of school university students.
and Patrinos 021-09582-6 COVID- closure length, closures due to the Additionally, four studies
(2021) 19 education level of pandemic. highlighted increased
between participants, inequality, with certain
March subjects analyzed, student demographics
2020 and levels of learning experiencing more
March loss, and equality significant learning losses.
2021. impacts observed The authors call for further
Despite among different research to expand the
evidence student number of studies, their
of demographics. geographical focus, and
learning the sample sizes of
loss in students observed.
several
cases, the
authors
point out
that there
is a need
for
further
research
to
expand
 the
geograph
ical
focus,
increase
the
number
of
students
observed,
and
produce
more
studies.
Learnin Tiago PARENTH Bartholo, T. L., This 1. How big an The study The researcher The study The study uses The results indicate that The disruption to
g loss Lisboa ETICAL Koslinski, M. C., paper impact school builds on presents a maintained longitudinal data children in the 2020 Education caused by the
and Bartholo, (Bartholo et Tymms, P., & evaluates closure had on prior quasi- ethical collected in two cohort, who Covid-19 pandemic
learning Mariane al., 2023) Castro, D. L. the pupils’ research experimental standards cohorts (2019 and experienced the Covid- constitutes the worst
inequalit Campelo (2023). Learning effects of cognitive about design with by 2020) involving 19 pandemic in their Education crisis on record
y during Koslinski, NARRATI loss and learning school development learning pre and post- obtaining 671 children second year of (THE WORLD BANK;
the Peter VE IN- inequality during closure (language and loss and test data, informed enrolled in the preschool, learned at a UNESCO; UNICEF,
Covid- Tymms, TEXT the Covid-19 during mathematics). inequality involving a consent same 21 schools slower pace compared 2021) and three steps have
19 and CITATION pandemic. the during treatment from in Rio de Janeiro. to other children who not been taken in Brazil
pandemi Daniel Bartholo et Ensaio: Covid-19 the group (2020 parents and All children were attended the same and other countries in the
c Lopes al., (2023) Avaliação e pandemi Covid-19 cohort) and a children assessed using an schools in 2019. region that are crucial and
Castro Políticas c on 2. How big an pandemic control group before adaptation to the The values estimated in urgent. First, a national
Públicas em learning impact school . It (2019 cohort). conducting PIPS the study suggest that diagnosis on the impact of
Educação, loss and closure had on compares Hierarchical assessment (Performance disadvantaged children school closure on students
31(119). learning learning two linear models s. Children Indicator for (low SES families) in different age groups.
https://doi.org/10. inequaliti inequality, cohorts are used to were Primary Schools) learned around 48% of The effect is likely to vary
1590/S0104- es in Rio focusing on of estimate the excluded at the start and what they would have in considering family SES,
40362022003003 de disadvantaged children effect of from the end of the school face-to-face pupils’ age, and region in
776 Janeiro. children. (2019 school sample if year interactions. Children the country. Good quality
and closures on they only from high SES families evidence can help identify
2020) children's had one learned more - around groups and areas that have
using the language and measure 75% of their normal been more affected and
PIPS mathematics (start or conditions. guide future compensatory
(Perform development end of the policies. Second, it is
ance year), necessary to elaborate a
Indicator ensuring recovery plan based on the
for the best available evidence of
Primary integrity of what works to foster
 Schools) the data. learning for those students
assessme Missing who were left behind and
nt tool to data from had little or no access to
gauge the parents’ remote learning and/or to
impact of questionnai school during 2020/2021.
school res were Third, the plan should be
closures handled broadly discussed with
on carefully society and more resources
learning using need to be placed in
imputation Education to accelerate
methods at learning trajectories in the
the child next years. The absence of
level coordination by the
(Castro, Ministry of Education
2021). The (Federal Government) is
researchers likely to increase
respected inequality among regions,
the States, or cities. Poor areas
decisions and smaller cities must
of schools have the necessary support
that to implement their
declined to recovery plans and prevent
continue inequality to rise among
due to States and cities in the
pandemic- years following the
related pandemic
concerns,
thereby
reducing
the sample
size but
preserving
ethical
conduct
(Bartholo
et al.,
2023).

Learnin Victoria PARENTH Locke, V. N., This 1. What were Two separate ISIP assessments 1.Students made In this review, we identify
g Loss N. Locke, ETICAL Patarapichayatha study the learning methods for are web- learning gains through 40 studies that document
in Chalie (Locke, m, C., Lewis, S., investiga losses from this analysis: delivered, March in the 2019-2020 learning loss, dropout, or
Reading Patarapich Patarapichay Istation. (2021). tes March to A piecewise computer- school year, but they did both. We find largely
and ayatham, atham, & Learning loss in students’ September of analysis and adaptive testing not make the typical consistent evidence of
Math in Sean Lewis, 2021) reading and math achievem 2020 due to cohort (CAT) gains in April and May. average learning loss
U.S. Lewis, in U.S. schools ent loss school analysis assessments. ISIP In reading, students held across countries, with
Schools MA NARRATI due to the covid- in closures gathers and on to their learning poorer students performing
Due to VE IN- 19 pandemic. reading during the reports frequent gains through March, worse. Dropout rates vary
the TEXT Dallas, TX: and math pandemic and information about but for the most part dramatically across
COVID CITATION Istation. due to the institution student progress missed out on the settings but are highest
-19 Locke, https:// COVID- of remote in the critical learning gains they among older children.
Pandem Patarapichay info.istation.com/ 19 learning? domains would have achieved in With the largest learning
ic atham, and hubfs/Content/ pandemi throughout and April and May had loss concentrated among
Lewis downloads/ c school across academic schools been open. The the poorest students, even
(2021) studies/COVID- closures. years (Mathes, situation in math is in lower income settings,
19_Learning_Los 2011; somewhat different. interventions to remediate
s_USA.pdf Patarapichayatha Students entering first should likely focus on
m et al., 2013). and second grade those students who have
The purpose of appear to have held on fallen behind, drawing on
ISIP Reading is to their gains through previous successful
to measure March from the experiences remediating
students’ reading previous year, and first students (e.g., Banerjee et
ability and grade students gained a al., 2017; Duflo et al.,
identify deficits bit during the pandemic. 2021), rather than broad-
in critical areas to However, as the brush interventions like
provide students’ grade having an entire cohort
continuous increased — and thus repeat a school year or
differentiated the complexity of the extending the school year
instruction. ISIP math concepts increased for all students. There is
ER is available — they had a harder much left to learn. While
for time maintaining their school closures were
prekindergarten gains. While students in implemented around the
through third the elementary grades world, we identified
grade, and ISIP typically lose more measures of learning loss
AR is available months in math than or dropout from only 14
for fourth through they do in reading when percent of countries. Large
eighth grade. ISIP looking at typical swaths of Latin America,
Math is designed summer loss, the losses Africa, and Asia lack
for students in were more substantial systematically reported
prekindergarten due to the school data on.
through eighth closures from the
grade (Istation, pandemic. Losses were
2018) the greatest for students
in sixth grade across all
 SES levels, indicating
that students entering
sixth grade came in
further behind with
more substantial
learning losses than
other grades.

2. Did these 2. The results varied by

losses vary by the SES level of the
socioeconomic school, and students in
status? higher-poverty SES
schools did not have
learning losses that
were substantially
greater than other
students. Research from
Lewis et al. (2020)
showed that students in
lower SES schools who
engaged in online
learning for reading
narrowed the
achievement gap
compared to students in
higher SES schools. It is
likely that online
learning helped to stave
off some of the
anticipated learning
losses from the
pandemic closures for
those who were able to
obtain the needed
resources to do so.
The Ignacio PARENTH Aguaded I., This 1. How do Qualitative This study 1. Among the articles This study brings to light
Impact Aguaded, ETICAL Vizcaíno-Verdú study these studies method showed reviewed for this that before the pandemic,
of Post- Victoria (Aguaded, A., García-Prieto presents define learning some section, the most the concept of “learning
Pandem García- Vizcaíno- V., & de-Casas- a loss from the limitations interesting fact found loss” was only associated
ic Prieto, Verdú, Moreno P. systemati field of the which in was that before the to non-school periods
Learnin Arantxa García- (2023). The c review education part pandemic the term (vacations and holidays).
g Loss Vizcaíno- Prieto, & de- impact of post- within development? contribute 'learning loss' was However, the health
on Verdú, Casas- pandemic these to the mainly used to talk emergency provoked by
Educati Patricia Moreno, learning loss on events to improveme about the loss of Covid-19 increased again
on de-Casas- 2023) education analyze nt and knowledge during non- concerns around this
Develop Moreno development: A the developme school periods such as phenomenon in the
ment: A NARRATI systematic impact of nt of future summer. However, after research field due to the
Systema VE IN- review. Review learning research. the Covid-19 pandemic, lack of technological and
tic TEXT of loss, First, the the term began to be digital resources, and the
Review CITATION Communication understo choice of used to talk about enhancement of
Aguaded, Research, 11, od as the databases knowledge that could socioeconomic inequalities
Vizcaíno- 172–189. decrease limited our not be taught to students in terms of access to
Verdú, https://doi.org/ in skills sample. due to school closures quality education –i.e.
García- 10 and Although and lack of resources, having technological
Prieto, and .5680/RCR.V11. knowled we started especially among the devices and the Internet to
de-Casas- ge from two poorest and most ensure a full and
7
Moreno learned internation vulnerable (Li et al., successful learning
(2023) (Hevia et al scientific 2020)." experience. In many cases,
al., 2022) 2. What databases, 2. These authors this learning loss was not
during implications we proposed several only due to the difficulty
the and consider initiatives that of families for accessing
transition recommendati that politicians and digital resources, but to the
from ons do these learning educators could adopt to inability of the different
face-to- studies offer to loss is an meet the social, education institutions to
face to deal with issue that is emotional, and offer teacher-training
online learning loss in likely to be academic needs of programs through the use
learning the pandemic addressed students. These of videoconferences, tools,
due to and post- by strategies included and platforms. The
Covid- pandemic newspapers investing in high-quality dystopian present of the
19. context? and teacher training, pandemic has shown the
governmen including teacher and need for a pedagogic
t reports. leader residencies in reconstruction of the
This means high-need curriculum in digital terms
that it communities." and in terms of mixed
would be "Kuhfeld et al. (2020) processes of face-to-face,
reasonable proposed summer hybrid, and distance
to reading programs at learning, highlighting the
introduce home, which provided importance of the teacher
in future students with additional training and innovation as
reviews access to reading a guarantee of quality
additional materials, and free book education for global
scenarios distribution programs, society (Martin, 2020).
that could which are also a good Against learning loss,
examine, way to get books for Chapman & Bell (2020)
once the low-income families described the radical
post- who have access to substitution of face-to-face
pandemic fewer literacy supports." learning with virtual
era is sessions during the
advanced, pandemic, which derived
the in counterproductive
possible effects of fatigue and
effects of depression in students.
learning Likewise, it is interesting
loss in the that some of the authors’
wake of proposals related to
technology learning loss during the
and pandemic online academic
Internet year, additional courses
educational and activities were
standardiza proposed for longer non-
tion teaching periods such as
attempts. A summer – which was the
further main learning loss period
relevant observed in previous
issue literature (Middleton,
concerned 2020; Oliveira et al.,
the reading 2020), or that the
of phenomenon of content
documents not taught due to school
in three closure was conceived and
European described as learning loss,
languages. so that the term was not
This vision solely related to the loss of
proper to learning chances by the
the global students (Lorente et al.,
Northeast 2020).
should be
extended
and
compared
with that of
other
contexts in
the global
South or
Asia-
 Pacific,
considering
their
cultural
and socio-
economic
developme
nt.
Learnin Gustaf Be PARENTH Uno Skar, G.B., Our 1. Why is it The Students 1. Writing is a If the presumed negative
g Loss rnhard ETICAL: & Graham S., & study important to theoretica The study completed a short foundational skill in effects of the COVID-19
During Uno Skar, (Uno Skar, Huebner A. would examine the l employed A survey that terms of students’ pandemic and ensuing
the Steve Graham, & (2022) Learning have association framewor Natural included four success at school and emergency remote
COVID Graham, Huebner, loss during the been between k that Experiment items designed to beyond. Writing is one instruction on students’
-19 and Alan 2022) covid-19 enriched learning to guided research measure attitude of the primary means by learning are further
Pandem Huebner pandemic and the if we had write and the the design. toward writing. which students confirmed in other
ic and NARRATI impact of obtained COVID-19 current Because it is Students in both demonstrate what they analyses, policymakers,
the VE IN- emergency informati pandemic and study was not ethically the before and know (e.g., written leaders of educational
Impact TEXT remote on on the ensuing the responsible to during COVID- essays, written systems, and individual
of CITATION instruction on what emergency Writer(s)- assign 19 cohorts responses on tests). teachers must consider
Emerge : (Uno first grade aspects remote within- students to in completed the Writing about material how they can reduce and
ncy Skar, Graha students’ writing: of instruction? Commun class and same three read enhances even surmount these
Remote m, and A natural writing ity model remote writing tasks. comprehension of the effects. This is especially
Instruct Huebner experiment. teachers (WWC; learning This included ideas presented in text, important in writing, as it
ion on (2022) Journal of taught Graham, during a writing a letter and writing instruction is a complex skill that is
First Educational during 2018a, pandemic, the that yielded a makes students better not acquired naturally, but
Grade Psychology, 114 emergen 2018b, in impact of such measure of readers must be taught (Graham,
Student (7), 1553–1566 cy press b). a situation writing quality, a 2006).
s’ https://doi.org/ remote Accordin must be copying task
Writing 10. instructio g to this studied with which provided
:A 1037/ n, what model, more natural an assessment of
Natural edu0000701 role writing methods. handwriting
Experi parents and fluency, and a
ment played in writing short survey that
their instructio measured attitude
children’ n are toward writing.
s simultane
educatio ously and
n during 2. Did the interactiv 2.Wepredicted that the
this COVID-19 ely cohort of students who
period of pandemic and shaped attended first grade
online emergency and during the COVID-19
learning, remote bound by pandemic and
and how instruction the emergency remote
many negatively writing instruction would
sessions impact the communi evidence lower scores
students quality of first ties in for writing quality,
actually grade students’ which handwriting flu ency,
attended writing, they and attitude toward
during handwriting occur as writing than first grade
this close fluency, and well as cohort of students
to 7 attitude toward the attending the same
week writing? cognitive school a year earlier
period of capabiliti before the COVID-19
remote es and pan demic
instructio resources
n. In of the
addition, members
we had of these
no direct communi
assessme ties
nt of (teachers
students’ and
mastery students).
of
Norwegi
an
language,
whether
they
were
native
speakers,
bilingual,
or
learning
Norwegi
an as a
second
language.
Did Johannes Parenthetic Schult, J., Currently 1: How do the Educatio The present The study 1. Population The present cross-sectional
Student Schult, al: Mahler, N., , the only competencies nal study is based investigates the percentiles at 5 %, 25 study indicates a minor
s Learn Nicole (Schult, Fauht, B., & findings of incoming managem on “Lernstand competencies of %, 50 %, 75 %, and 95 drop in the mean
Less Mahler, Mahler, Lindner, M. A. regarding fifth-graders in ent, 5“, an ongoing fifth graders, % were estimated in competence scores of
During Benjamin Fauth, & (2022). Did the reading and policy large-scale using large-scale reading comprehension, incoming fifth-graders
the Fauth, & Lindner,202 students learn effects of mathematics making assessment assessment operations, and numbers after two months of closed
COVID Marlit A. 2) less during the the differ between and that was results in reading for each year as well as schools in early 2020.
-19 Lindner covid-19 pandemi the pandemic education developed by and mathematics for the pooled cohorts These results complement
Pandem Narrative pandemic? c on year 2020 and al the former from annual of 2017, 2018, and previous findings for intra-
ic? in- Text: Reading and German the three sciences State Institute mandatory tests 2019. To answer RQ2, individual competence
Reading Schult, mathematics elementa previous in times for School in September the location of each development, which
and Mahler, competencies ry years? of the Development (each n > percentile in 2020 and showed a stronger
Mathem Fauth and before and after schools pandemic to provide 80,000). In line in the pooled group of attenuation of competence
atics Lindner the first pertain to require a teachers and with studies from the three previous years levels during the first wave
Compet (2022) pandemic wave. the city broad schools with other countries, combined was of the pandemic. The
encies International of empirical information competence compared for each of present population data
Before Journal of Hamburg base. The regarding the scores were the three competence suggest that the overall
and Research, . aim of competencies slightly lower in tests. efforts of teachers,
After Policy and the of the 2020 compared students, and parents
the Practice, 33 (4), present incoming with the three throughout the pandemic-
2: How do the 2. The average test
First 544-563. study is fifth-graders previous years (– stricken school year might
competence score was calculated for
https://doi.or
Pandem levels of high-, to in Baden 0.07 standard each school i for each of have mitigated the
g/10.1080/0924
ic Wave average-, and broaden Württemberg deviations for the three domains. The expectable detrimental
34
low-achieving the (each year’s n reading average test score for effects of school closing
53.2022.206101
student groups empirical > 80,000). The comprehension, – 2017, 2018, and 2019 on student achievement to
4
differ between base with aim of 0.09 for was subtracted from the some degree. The findings
the pandemic long-term “Lernstand 5” operations, and – average test score for also provide a unique
year 2020 and data from is to assess to 0.03 for 2020 to indicate the benchmark for future
the three the what degree numbers). change from before the studies of educational
previous German students have COVID-19 pandemic to disruption and school
years? federal achieved after the first pandemic lockdowns during further
state of selected wave: = 2020− waves of the COVID-19
Baden- elementary 2017,2018,2019 pandemic.
Württem competencies
3: How does berg and taught in 3. To answer RQ3, this
the difference to elementary change score was
between provide school and to correlated with the
student insights offer proportion of students
performance from an (optional) with migration
levels before education tailored background and with
and after the al coaching socio-cultural capital
first school monitorin materials. (average number of
 lockdown g books at home).
relate to school perspecti Furthermore, average
characteristics, ve. Using school competence
specifically the data from scores were estimated
proportion of a for each quartile of the
students with statewide two school variables.
migration mandator
background y large-
and the scale
schools’ socio- education
cultural al
capital? assessme
nt, we
compare
cognitive
competen
cies of
students
at the
beginning
of their
first year
in
secondar
y school
in grade 5
before
and after
the first
wave of
the
COVID-
19
pandemic
The Susanto Susanto, S. This 1) What are Students' This study is a This study used a The following are some This research concludes
Challen PARENTH (2022). The study the factors that experienc descriptive document or text- of the factors that cause that in overcoming
ges of ETICAL: challenges of aims to cause learning es with qualitative that based qualitative learning loss in learning loss after the
Learnin (Susanto learning loss in describe loss learning emphasizes approach, namely students: 1) The COVID-19 pandemic,
g Loss 2022) english language the opportunities loss will examining the research that vacation period is too learning recovery is
in learning at factors, in learning vary deductive and focuses on and long; most students will carried out by all parties,
English NARRATI Islamic higher strategies English in dependin inductive examines the forget for a moment including the university,
Langua VE IN- education in the , and Islamic g on reasoning analysis or about things related to lecturers, the entire
ge post pandemic. roles universities some processes and interpretation of campus. 2) Gap-Year campus academic
Learnin TEXT Script Journal: lecturers Post-Pandemic factors, the analysis is written materials students stay in class for community, and local and
g at CITATION Journal of play in in Indonesia? such as only up to the based on the a certain duration, central governments, by
Islamic : Linguistics and coping their level of context in which students' memory of the designing the Independent
Higher Susanto English with level of description is the source of the subject matter on Learning Curriculum.
Educati (2022) Teaching, 7(1), learning internet used to obtain material is from campus will slowly
on in 140-156. loss in access, facts and published fade; 3) Leave / drop
the Post https://doi.org/1 the the correct records, out, due to not receiving
Pandem 0. context quality of interpretations textbooks, proper and correct
ic 24903/ of their (LeCompte, newspapers, education for a certain
sj.v7i1.107 English distance 2000). magazines, duration of time, the
6 language education articles and others ability of students in
educatio program, so that credibility learning will be
n at the level is obtained. reduced; 4) Less
Islamic of effective teaching.
universiti support Students who have
es in they teachers with poor
Indonesi receive quality and ineffective
a. from teaching methods will
their be relatively more
families, challenging to achieve a
and the certain level of
level of understanding; 5) The
engagem COVID-19 pandemic.
ent they During the COVID-19
have with pandemic, face-to-face
their educational activities on
schools campus have shifted to
and being carried out
educators remotely using various
. online learning
platforms. This
condition is one of the
triggers for learning loss
for some students.
2) What is the Concerns have been
strategy to raised about the decline
overcome the in the standard of
opportunity of cognitive knowledge,
learning loss in practical skills and
English social skills that
language students still have at
 learning at universities as a result
Islamic of the suspension of
universities face-to-face teaching.
Post-Pandemic
in Indonesia?
3) What is the To provide support to
role of English lecturers to create a
lecturers in conducive learning
reducing the environment so that all
occurrence of children are involved in
learning loss the learning process,
opportunities including in the post-
in learning Covid-19 pandemic,
English at because realizing
Islamic inclusive services
universities means providing
Post-Pandemic meaningful learning
in Indonesia? opportunities for all
children.

An Harry PARENTH Patrinos, H. A., School 1. What is the Peer The study 1. These learning losses The study concludes that
Analysis Anthony ETICAL: Vegas, E., & closures impact of the effects using Recorded the data may impact a student’s the learning losses due to
of Patrinos, (Patrinos, Carter-Rau, R. have a COVID-19 also quantitative in an MS Excel education trajectory, as COVID-19 are significant
COVID Emiliana Vegas, & (2022). An large, pandemic and change; data that is spreadsheet. We the lost learning is and real. The average
-19 Vegas, Carter-Rau, analysis of persistent school schools longitudinal or assessed the likely to limit learning loss across these
Student Rohan 2022) COVID-19 , and closures on allow cross- methodological opportunities to advance studies is 0.17 standard
Learnin Carter- student learning unequal learning children sectional, to higher levels of deviation – which equates
g Loss Rau NARRATI loss. WORLD effect on progress from individual or rigor of each schooling. There are to over half a school year
VE IN- BANK GROUP: learning. among school different aggregate study and also long-term future of learning loss.
TEXT Education Online children and socio- (e.g., at the subsequently earnings losses
CITATION Global Practice. educatio youth? economic level of rated the associated with lost
: https://doi.org/ n is an backgrou schools) on robustness of the human capital, with
Patrinos, 10. imperfect nds to the effect of overall body of students potentially
Vegas, and 1596/1813-9450- substitute mix, and the COVID-19 evidence across losing trillions of
Carter-Rau 10033 for in- this effect pandemic on all outcomes. dollars in future income
(2022) person is lost learning loss (Psacharopoulos et al
learning, when among 2021).
particular schools students.
ly for are
children closed.
from Another
low- factor is
income the
families. response
of
parents,
some of
whom
compensa
te for the
changed
environm
ent
through
their own
efforts,
2. How does while 2. Many studies have
the impact others are examined learning loss
differ across unable to by gender, although the
socioeconomic do so. All findings are not
background, this leads consistent. While some
age, boys and to the studies report greater
girls, subjects, finding learning loss among
sub-national that girls (Lichand et al
contexts, school 2021), others find
ethnicity, etc. closures greater learning loss
(data have a among boys (Birkelund
permitting)? large, and Karlson 2021;
persistent Schuurman et al. 2021).
, and Seven other studies find
unequal no statistical difference
effect on in learning loss by
human gender.
capital
accumula
tion.
Learni M. Zaim, PARENTH Zaim, M., Ardi, the 1) what losses Construct Descriptive The 1. Table 3 shows that To sum up, foreign
ng Loss Havid ETICAL: H., Rosita, N., & studies did students of ivism is quantitative learning The the students experienced language education
in Ardi, Nur (Zaim, Ardi, Zakiyah, M. focused Universit one of the approach to process questionnaire a high category of policymakers must avoid
English Rosita, & Rosita, & (2023). Learning on -as Negeri effectivel was held consisted of 34 learning loss when the losses
Muflihatu Zakiyah, loss in English Padang y used by items (see Table dealing with difficult in learning by developing
Speaki learning
z Zakiyah 2023) speaking class: A experience in learning blending 1) about their learning materials, supported curriculum in
ng case study on
loss learning theories synchronou learning interactions, online environment in
Class: experien learning loss
NARRATI language speaking in s and and collaborative speaking
A Case VE IN- acquisition in ced by online in term learning. asynchrono experience in learning. classes and teachers need
Study TEXT online learning at school- of constructive us learning. terms of second to consider relevant
on CITATION higher education. agers in learning? The language approaches in online
Langua : International the areas population acquisition. The learning to maintain
ge Zaim, Ardi, Journal of of math, of this items were language acquisition,
Acquisi Rosita, and Instruction, 16 reading, study was divided into especially in speaking
tion in Zakiyah (4), 633-650 basic students three sections, skills. Also, the students
Online (2023) https://doi.org/ speaking majoring namely 15 are required to
10. 2) what losses English items, which are 2.This indicates that improve their self-
Learni , and
29333/ did the education related to online learning in the regulated learning. The
ng at iji.2023.16436a writing. who last, for the further
students pandemic era has made
Higher Therefor constructive
experience in experience difficult researchers can conduct
Educat e, Scott learning d learning learning materials even harder more studies on assessing
ion (2021) speaking speaking (adapted from for learning. The which approach is
has online in term by using Taylor: 1993), students also appropriate to be used in
surveye of learning the blended 12 items related experienced other online class
d the strategy? learning on to learning serious setbacks. environment that
nature their first strategy minimalizes the losses
of year of (adapted from detected in this research.
English higher Oxford: 2003),
3) what losses education. and seven items 3. They found it
languag
did the Twenty- related to the difficult to learn and
e two
students learning collaborate with
learning experience in internation classmates in
loss in al class environment
learning online comprehending the
four students (adapted from learning materials since
skills: speaking in were taken Dulay: 1982), their interactions in the
listening, term of purposively followed by five learning process were
reading, learning because responses: also limited
writing, environment they Strongly Agree
and learned (SA), Agree
speaking. speaking (A), Neutral
by using (N), Disagree
English as (D), and
 the only
language of Strongly Disagree
instruction (SD).
in the
learning
process
that
required
them to
develop
autonomou
s learning
more than
the
students of
other
classes
were.
Learnin Honelly PARENTH Cascolan, H. M. A major It seeks to Descriptive Hands-on laboratory The learning loss
g Loss Mae S. ETICAL: S. (2024). focus of determine the case study The research activities are better identified in the
in Cascolan (Cascolan, Learning loss in attention perception of focusing on instrument is a than virtual received the study was the problem-
Chemist 2024) chemistry: Basis has been students the researcher made highest average solving skills of
ry: A for towards online identification survey weighted mean which is students because they were
“learnin
Study conceptualizing a classes, and instrument that 4.31, followed hands-on
on NARRATI remedial
g loss”. their learning quantification by 4.21, students always activities to solve
In the measure the
Proble VE IN- program. Journal experiences in of learning attend their chemistry problems
m- TEXT Penelitian dan context their online loss in learning loss of online class using their online. Students
Solving CITATION Pembelajaran of classes during chemistry the students. mobile phone. experienced intermittent
Skills in : IPA, 10(1), 25- Covid, the COVID-19 during the It includes the In an online internet connection in their
Higher Cascolan 45. learning pandemic, and pandemic. profile of the environment, Students online class,
Educati (2024) https://doi.org/ loss is to identify respondents feel a decrease in the reason why they cannot
on 10.30870/jppi.v typically the learning such as their, interest in learning understand
During 10i1.24798 loss of sex, age, year compared to face-to- totally the lesson. They
the understo students level, gadget face learning also lack
COVID during the used for online Students also laboratory activities to
od to be
-19 COVID-19 learning and the experience too may visualized titration in order
Pandem
the pandemic distraction in online on solve the problems
“gap” internet
ic classes with an on titration. Students lack
between connection at average weighted mean the knowledge
post home used for of 4.17. The of analyzing the problem.
pandemi online distractions are noisy A remedial
c classes. environment, instruction in Chemistry is
attainme household chores and needed to
nt (as intermittent internet address the learning loss
observe connection. Student’s that the
d do not have a conducive pandemic has brought to
space in their home as the students.
by
they Additional hands-on
teachers join the online class. activities is
or Students also necessary to train the
measure experience limited students to solve a
d by interaction with teachers problem. Laboratory
tests) and their activities is also
and that classmates They necessary for the students
which experience difficulty in to visualize the
would learning in an chemical reactions and to
be online learning solve the
expected environment Students problems based on the
also experience result of the
had it
intermittent internet experiment.
not connectivity while
been for having my online class.
the
pandemi
c (e.g.,
Newton,
2021;
Renaissa
nce
Learnin
g & the
Educatio
n
Policy
Institute,
2021).