Study: Significant Post-Pandemic Learning Loss in Govt School Students

Vinod Kakumanu
Sept. 6, 2022, 9:58 a.m.

A study was conducted by the Azim Premji University in 41 districts across five states of Chhattisgarh, Karnataka, Madhya Pradesh, Rajasthan, and Uttarakhand, covering 108 teachers and 1,644 students from classes 2 to 5. Thirty teachers were interviewed and observed, and 463 students were assessed across 9 districts of Karnataka.

The study titled ‘Teacher Efforts to Support Learning Recovery after School Reopening’ was published recently and it revealed that a significant percentage of government school students are unable to reach earlier class-level abilities due to pandemic-induced prolonged school closures in the last 2 years.

Karnataka has initiated the learning recovery programme for this academic session, whereas other states have enforced the initiatives taken by the Centre. This programme includes a 100-day reading campaign along with focus on foundational literacy and numeracy through the FLN Mission, as per the study. Based on either identification of essential learning outcomes or concepts, most states have reduced the textbook content.

The learning loss of previous class abilities in mathematics and language were studied and it was found that around 70 percent of class 3 students and around 61 percent of class 5 students were unable to demonstrate language-related specific activities. Also, 57 percent of class 3 students and 54 percent of class 5 students were unable to demonstrate mathematics-related specific abilities. Improvement in language was shown by less than half of the students across classes, 2, 3, 4, and 5. As per the study, learning loss comprises both forgetting of what was learnt and loss of curricular learning that would have happened if the schools had not closed.

The study highlighted that 89 percent of teachers made space for students’ narratives and experiences to help them return to normal school routines. Games and activities were used by the teachers along with paying individual attention to new students. It was revealed by the study that only 38 percent teachers used multiple tools for assessment, which included self and peer assessments in the form of worksheets, group discussions, role play, observations, project work, in verbal, written and mixed modes.

It was recommended by the study that teachers must take a holistic and long-term approach to address learning recovery. Refurbishment of curriculum with systematic prioritisation of learning outcomes and appropriate content selection will help acquire foundational abilities to achieve the goals of school education.