Outbreak of Covid-19: Addressing Learning Loss for most of the Students

One of the most challenging situations schools are facing this autumn is how large-scale innovation and assistance can be taken for students who will start their academic year 2020-21 with learning loss.

For example, it is unclear how school closures influenced student achievement last spring, as well as how the swift translation between most education and an online platform will continue to impact student success this academic year. It is also challenging to determine when a student can return to group classes without any details about how the virus affected their learning.

COVID-19 pandemic influenced the education system at all levels. Many universities, worldwide, have either postponed or cancelled all campus based activities to limit collections and thereby reduced virus transmission.

In countries with low study results, high dropout rates and low rates of learning, the most recent Covid-19 outbreak showed the most devastating effect on the education system. While school closures seem to be a rational means of introducing social distancing in neighborhood, long-term closures tend to affect the students who are most vulnerable disproportionately.

Current school closures also added the time when most of the students already spend the summer months at home without the teachers’ explicit personal guidance. In the meantime, teachers aim to adapt content to a web platform, and parents take care of their children in the workplace. Students face uncertainty, concern for a deadly virus, and doubt about the future. For most people living today, the present situation is in so many respects unparalleled.

The American International School Dubai, iCademy Middle East, aligned with the Ohio and Common Core State Standards, offers rich, challenging and enjoyable online content. With the support of our trained online instructors, we deliver live and documented courses. Our school provides rich, engaging and challenging content online. With the aid of our trained, highly skilled instructors, we give live and recorded lessons.

Students use Accel Management Platform (AMP) for education, our online curriculum.

iCademy Middle East The Dubai American School and its environmental facilities make it easier for high-tech students to study from KG to 12th grade in American curriculum. Our school characterizes itself through the proven digital platform that enhances the student experience and offers an extensive curriculum. The pandemic has exposed unfairness in America: school closures and social alienation have impacted all students, but especially the disadvantaged.

A quarter of students increased their time in a study by over 4 hours a week due to COVID-19, while a further quarter reduced their time per week by over 5 hours. Also, about 50% of our sample registered a decline in academic and research hours separately.

The COVID-19 pandemic has been widely suspected to result in unequal learning opportunities based on students having access to technology as well as parents help during closed school, resulting in higher learning gains/losses variability in 2020.Students who miss the most in the summer, but COVID-19 does not seem to gain most from school. Nevertheless, the basis of COVID-19 will possibly be higher for students during the academic year 2020-21.

As the analysis reveals the current academic year 2019-2020 student results (experimental group) with the last two academic years 2018/2019 and 2017/2018 students (control group). From the beginning to the end of the course, students from the previous two academic years had identical conditions. We have two cycles of different circumstances compared with students in the academic year 2019/2020.

The first cycle is taught under the same conditions as last years (before confinement). Those conditions changed drastically during the second half and all operations for teaching and learning were restricted to remote learning.

The results of our studies show clearly that when students’ performance is contrasted with performance in previous periods in which practices were not restricted to distant learning, there are substantial differences. In the current COVID 19 confines, students are able to find multiple reasons for their continuous work (rewards). Second, the confines are a new situation that the students have never faced.

There is therefore no previous experience for students to use as a benchmark in their learning process. Without a reference, students must be confident that they have followed the course correctly so that no important information is missed.

Another explanation is that because of the COVID-19 confinement, they worry that their academic year will be missing and are working harder to solve any difficulties. Finally, in very confused circumstances students may feel inspired by their obligation and work hard to help solve the problems faced by higher education.

Ultimately, in a somewhat confusing situation, students may be inspired by their inherent duty and work hard to help address the higher education issues as much as possible. In this new situation, different students will most likely find different motives (probably a combination of many).

We conclude that the student success in this academic year can be true and calculated and we assume that, considering the containment of COVID-19, good progress can be assured.

Educators will also want to work with students to define growth rates necessary to achieve and set optimistic but realistic learning goals for the year.