ABSTRACT
This qualitative research was conducted to ascertain the learning losses in English among Senior High School learners as bases for an in-service training. The participants in the study were the eight (8) English teachers and sixteen (16) learners of Cabatuan National Comprehensive High School and Tiring National High School for the schoolyear 2023-2024. The study used a researcher-made in-depth interview guide validated by experts in the field of English and research. Thematic analyses were used to analyze and interpret the data. The result of the study revealed, as assessed by the teachers, that the learners showed, poor reading comprehension, lack of vocabulary, and faulty grammar. Teachers’ observation about learners’ learning losses revealed, lack of basic reading skills, poor comprehension, and difficulty expressing thoughts in both written and oral communication. Learners’ experiences about learning losses in English revealed, their difficulty in grammar due to few onsite exposures, difficulty in reading due to poor vocabulary, and struggling with sentence construction because of poor comprehension. An in-service training was proposed as a result of the study.
Keywords: Learning Losses, Senior High School, In-service Training Program, Learning, Teachers
INTRODUCTION
Education is the cornerstone of societal progress and individual development, serving as the bridge to a brighter future for individuals and communities alike. However, the global education landscape has been significantly disrupted in recent years, primarily due to the unforeseen challenges posed by events such as the COVID-19 pandemic. The COVID-19 pandemic led to school closures around the world, thereby affecting almost 1.6 billion students (UNESCO 2020). One of the most pressing concerns arising from these disruptions is the phenomenon known as "learning loss".
Learning loss generally refers to the gap in academic skills, knowledge, and educational progress that occurs when students experience interruptions in their regular learning environments, whether due to extended school closures, remote learning, or other disruptions. Research has shown that an extended hiatus from schooling interrupts the learning process and results in the erosion of previously gained knowledge and abilities (Reimers & Schleicher, 2020).
Several authors subscribe to different views about learning losses. In the literature, scholars such as Azevedo, et al. (2021), Hanushek and Woessmann (2020), and Psacharopoulos, et al. (2021) frequently employ the term "learning loss" to characterize decreases in student competencies. These declines in knowledge and skills, when extended beyond the classroom setting, may have significant long-term repercussions.
English, being a global lingua franca and a critical tool for communication, literacy, and critical thinking, holds immense importance in a student's academic and professional development. Learning loss in this subject can have far-reaching consequences, affecting not only students’ immediate academic performance but also, their ability to engage effectively in a rapidly evolving world. Therefore, exploring the facets of learning loss in the English subject, understanding its causes and consequences, and seeking effective solutions to overcome them are foremost important.
It is a journey into the heart of language education, where the preservation and enhancement of English proficiency are not only essential for academic success but also for fostering informed, empowered, and globally connected citizens.
As an English teacher for 5 years, the researcher believes that learning losses have greatly affected the learners, particularly in the academic field. Classes shifted from face-to-face to blended learning using modular instruction which was quite hard for learners to tackle since they are mostly concentrated to home-based learning with their parents and older siblings lending meager or no support at all. It is because of this situation that learning losses have been felt tremendously by almost all sectors of the DepEd community. It is the purpose of this study to explore the realm of learning losses in order to overcome the learning imbalance created by its impact, as certain communities and students have been disproportionately affected. It is assured that all learners will have the opportunity to recover and thrive academically in an ever-evolving educational landscape.
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