Teachers’ Experiences of Learning Loss in the Post-Pandemic Era

The Cotton Effect and Scorched Earth in Upper Secondary Education

Abstract

The aim of this study was to investigate the experiences of upper secondary school teachers in regard to both the teaching and learning taking place during COVID-19 and the long-term effects of the pandemic on education. Numerous international studies have demonstrated the adverse effects of the COVID-19 pandemic on student learning, but thus far, none have investigated the issue in Iceland.

Various adverse effects resulted from the pandemic. Some teachers had difficulty delivering the material under new conditions, some omitted specific topics, and others changed their focus. Moreover, online learning did not work for all students, and some lacked the support at home to fully participate in their studies during this period. The term ‘loss of learning’ has been used to describe these consequences. Changes in teaching made during the COVID-19 pandemic ruptured the organisation and rhythm of upper secondary school education. In Iceland, first and foremost, the emphasis during the pandemic was on the well-being of students. Research has shown that teachers lessened the academic requirements; they indicated that their students had more absences from school and were more inactive than prior to the pandemic. In addition, students reported looking more towards their social network during this period for assistance in learning and many said they did not get the help they needed. These results indicate that learning loss is a likely consequence of the COVID-19 period in Iceland.

In spring of 2024, a questionnaire was administered to all those teaching in upper secondary schools in Iceland where they were asked about teaching and student learning during the COVID-19 pandemic and what they saw as the long-term consequences of this period. The response rate was 28% with 495 responses received. As the focus of this study was on the effects of the COVID-19 period on teaching and learning, the responses of those 425 respondents who had taught at upper secondary schools both before and during the pandemic were analysed. A particular focus was on answers to an open-ended question posed to those (N = 317) who agreed that the COVID-19 period had had effects on student learning. These answers were thematically analysed to obtain a fuller view of the teachers’ experience and views.

The findings indicate that teachers observed various changes in students’ learning behaviour and outcomes. When comparing current students with students prior to the pandemic, the teachers thought student attendance was worse, homework was lacking, they participated less during lessons, were less independent and interested, and seemed to have more difficulty with collaborations and group work. It was notable that over one-third of the teachers said that academic requirements had lessened in comparison to prior to the pandemic. When asked whether the COVID-19 period had affected student learning, 67% of the teachers agreed and were asked to elaborate. The teachers spoke of loss of learning, as prerequisite knowledge was lacking, making it difficult to build on that knowledge when school activities returned to a more traditional format. They noted that they were not able to make the same academic demands as before, since the students and parents expected more flexibility and slack, and reversing these trends remained difficult. Some reported that students had received significant help with assignments outside of class during the pandemic, to the extent that another person mostly completed the assignments and the exams for them. As a result, the students lacked the expected knowledge and were less independent. Teachers also mentioned that students’ social skills seem to have suffered, pointing to a lack of opportunities for collaboration and interaction during the COVID period.

Overall, the findings show serious consequences for student learning due to the pandemic. These consequences have not been discussed or addressed in Iceland. The results therefore raise questions about the quality of education during and, more importantly, after, the pandemic, and highlight the unresolved long-term consequences of the situation in the post-pandemic era.