MCOM 100W Scholarly Journal Summary No. 1

 The British Journal of Educational Studies published an article in October 2021 called “Parental Perceptions of Learning Loss During COVID-19 School Closures in 2020.” This article discussed the results of a study done to assess UK parents’ satisfaction with the way schools handled distanced learning between March and July of 2020.

There are a few key differences between the UK education system and the one we have in the U.S. Firstly, parents of students in secondary school grades 11 and 13 were less concerned about their childrens’ academic progress than those in grades 10 and 12. This was because of certain exams taking place during grades 10 and 12 that are important to a students’ success, similar to the SAT and ACT in the U.S. Secondly, there was a sizable gap in average time spent in virtual lessons, with state school students spending only 30 minutes to an 1 hour and 30 minutes compared to private school students spending an hour and a half to 4 and a half hours in virtual lessons. With such a large difference, it is inevitable that certain groups will be affected by COVID-19 learning loss at much higher rates than others. 

Overall, attendance for the summer term of 2020 was extremely low, with many students not attending school in-person or online at all, and many that did attend school only attended between 1 and 10 days. It is simply not possible for schools to give the same level of education across home-schooling and virtual lessons compared to on-campus, in-person classes. Socioeconomic backgrounds were also indicated as a factor to how successful students were when school was not in session. The conductors of the study theorized that without sufficient at-home support, students were not as engaged and therefore experienced a greater learning loss. When students’ families were more motivated to be involved, such as by paying tuition, students spent more time in online studies and their learning loss was less severe accordingly.

The main driver in parents’ being concerned for their childrens’ grades was their child being in Year 10 or 12, or the two exam years in the UK educational system. The study concludes that while severe learning loss may be occurring across the board, parents are ultimately not in the best position to monitor their children’s academic progress, and more rigorous studies need to be conducted to properly identify students with severe learning loss. 

Link to the article: https://www.tandfonline.com/doi/full/10.1080/00071005.2021.1984390

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