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Learning Loss during covid 19 as a result of the pandemic’s constraints on both teachers and students. Covid 19 causes a loss of language abilities, as per the study. The vast majority of students have dropped out of school or found inadequate alternatives, such as community-based classes or inferior online education options, such as mobile phone learning, as a result of school closures due to a COVID-19 pandemic.

This ​loss of learning encompasses more than just the curriculum knowledge that students would have gained had schools remained open.
It comprises skills that children have forgotten due to a lack of practice, such as reading with comprehension, writing, and doing basic arithmetic operations such as addition and multiplication.
The size and nature of the learning loss due to covid 19 are sufficient to justify attention at all levels.
As children return to school, there will be a need for standards and procedures to recognize and address this loss.
When children return to school, bridge courses, extra hours, community-based engagements, and suitable curricular materials will be necessary to assist them to develop the foundational skills.

Teachers unprepared for online instruction:
Online learning is a unique approach and not every teacher is great or at least ready for a move from face-to-face to online learning.
Without a specifically designed online platform, most instructors only offer lectures on video platforms, such as Zoom, which may not be true online learning.

Language learning impairment:
• Across all classes, 92 percent of youngsters have lost at least one specific language ability from the previous year.
• These specific abilities can be illustrated by orally describing a visual or their experiences; reading familiar words; reading with understanding, and writing basic sentences based on a scene.
• At least one specific ability has been lost in 92 % of children in class 2, 89 % in class 3, 90 % in class 4, 95 % in class 5, and 93 % in class 6.
Mathematical learning impairment:
• Across all classes, on average, 82 % of pupils had lost at least one specific mathematics ability from the previous year. Identifying single- and two-digit numbers, executing arithmetic operations, employing basic arithmetic operations for problem-solving, defining 2D/3D shapes, and reading and drawing inferences from data are examples of these specific talents.
• At least one specific ability has been lost by 67 % of pupils in class 2, 76 % in class 3, 85 % in class 4, 89 % in class 5, and 89 % in class 6.

Beyond everything, teachers must be given sufficient time to adjust for all types of learning loss — and we must not rush children onto the next class.

The study shows that the students must get numerous support classes to compensate for the loss of learning – such as bridge classes, extensive hours, community-based commitments – and to develop a curriculum for their next academic year in accordance with COVID-19 learning losses.

The quality of the teaching method used in the gegok12 education process is wonderful for schools to start to pick up.