Araştırma Makalesi
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Covid-19 Salgını ile Ortaya Çıkan Öğrenme Kayıplarının Telafisine İlişkin Öğretmen Görüşleri

Yıl 2021, Cilt: 29 Sayı: 4, 173 - 184, 30.11.2021
https://doi.org/10.24106/kefdergi.811834

Öz

Tüm dünyayı etkisi altına alan Covid-19 salgını ile birlikte uzun süreli olarak pek çok ülkede tüm kademelerde yüz yüze eğitime ara verilmiştir. Yüz yüze eğitimin yapılamadığı bu süreçte eğitim-öğretim çeşitli uzaktan eğitim faaliyetleri ile sürdürülmüştür. Ancak yine de öğrencilerin karşılaştıkları öğrenme kayıplarının önüne geçilememiştir. Bu çalışmada, öğretmenlerin, öğrenme kayıpları ve buna ilişkin alınabilecek önlemler hakkındaki görüşlerini ortaya çıkarmak amaçlanmaktadır. Araştırmada, nitel araştırma desenlerinden durum çalışması kullanılmıştır. Araştırmanın örneklemi, amaçlı örnekleme yöntemlerinden maksimum çeşitlilik örnekleme yöntemi ile belirlenmiş ve çeşitli seviyelerde çalışan farklı branştaki 50 öğretmen araştırmaya katılmıştır. Araştırmacılar tarafından geliştirilen yarı yapılandırılmış görüşme formu, veri toplama aracı olarak kullanılmıştır. Verilerin analizinde içerik analizi yönteminden faydalanılmıştır. Elde edilen bulgular, araştırmaya katılan öğretmenlerin salgın sonrasında öğrenme kaybı yaşandığını ifade ettiklerini göstermektedir. Yine, öğretmen görüşlerine göre en çok öğrenme kaybının yaşandığı dersler Türkçe, matematik, fen bilimleri, fizik, kimya ve İngilizce iken, öğrenme kaybının daha az yaşandığı dersler sosyal bilgiler, biyoloji, coğrafya, tarih, müzik ve resim olarak sıralanmıştır. Son olarak öğretmenler, okuma etkinliklerinin artırılması, veli görüşlerinin artırılması, mevcut senenin tekrar edilmesi gibi çeşitli önerilerle öğrenme kayıplarının telafi edilebileceğini belirtmişlerdir. Bu durum öğretmenlerin öğrenme kayıplarının farkında olduklarını ve bunlara yönelik çeşitli çözüm önerilerine sahip olduklarını göstermektedir.

Kaynakça

  • Alexander, K.L., Entwisle, D.R., & Olsen, L.S. (2007). Summer learning and its implications: Insights from the Beginning School Study. New Directions for Youth Development, 114, 1-15. doi.org/10.1002/yd.210
  • Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır?. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388. Doi: 10.31592/aeusbed.598299
  • Çelik, Z. (2020). Covid-19 salgınının gölgesinde eğitim: Riskler ve öneriler. (Odak Analiz No. 5). Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi, 5-47. Doi: 10.13140/RG.2.2.34400.30723
  • Denzin, N.K., & Lincoln, Y.S. (Eds.). (2008). The landscape of qualitative research. Sage Publications, Inc.
  • Dorn, E., Hancocok, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. Erişim adresi: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime
  • Shmis, T., Sava, A., Teixeira, J.E.N., & Patrinos (2020). Response to covid-19 in Europe and Central Asia. Europe and Central Asia Education World Bank Group, May 1. Erişim Adresi: http://pubdocs.worldbank.org/en/862141592835804882/ECA-Education-Response-Note-v9-final.pdf
  • Emin, M.N. (2020). Koronavirüs salgını ve acil durumda eğitim. SETA Perspektif, 268, 1-3. Erişim Adresi: https://setav.org/assets/uploads/2020/04/P268.pdf
  • Hanushek, E.A., & Woessman, L. (2020). The economic impacts of learning losses. OECD Better Policies For Better Lives, September 2020. Erişim Adresi: http://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf
  • Hattie, J. (2020), Visible Learning Effect Sizes When Schools Are Closed: What Matters and What Does Not. Erişim Adresi: https://opsoa.org/application/files/2215/8689/0389/Infuences-during-Corona-JH-article.pdf
  • Hill, H.C., & Loeb, S. (2020). Teachers will need to work together to uncover missed learning. Education Week Group Online Access, May 2020. https://www.edweek.org/ew/articles/2020/05/28/how-to-contend-with-pandemic-learning-loss.html
  • Kim, J.S., & White, T.G. (2011). Solving the Problem of Summer Reading Loss. Kappan, 92/7, 64-68. Erişim Adresi: https://scholar.harvard.edu/files/jameskim/files/prof_pub-pdk-white-2011-summer_loss.pdf
  • LesEchos. (2020). Coronavirus: Entre 5 et 8 % des élèves » sans continuité pédagogique depuis la fermeture des écoles. Erişim Adresi: https://www.lesechos.fr/politique-societe/societe/coronavirus-5-et-8-des-eleves-sans-continuite-pedagogique-depuis-la-fermeture-des-ecoles-1190583
  • Leylum, O.Ş., Odabaşı, H.F., & Kabakçı Yurdakul, I. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 5(3), 369-385. Doi: 10.14689/issn.2148- 2624.1.5c3s16m
  • Lorié, W. (2020). Contextualizing COVID-19 “Learning Loss” and “Learning Recovery”. Erişim Adresi: https://www.nciea.org/blog/school-disruption/contextualizing-covid-19-learning-loss-and-learning-recovery
  • McKinsey & Company. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. Erişim Adresi: https://www.mckinsey.com/~/media/McKinsey/Industries/Public%20Sector/Our%20Insights/COVID-19%20and%20student%20learning%20in%20the%20United%20States%20The%20hurt%20could%20last%20a%20lifetime/COVID-19-and-student-learning-in-the-United-States-FINAL.pdf
  • Neuman, W.L., & Robson, K. (2014). Basics Of Social Research. Toronto: Pearson Canada.
  • Neuman, L.W. (2014). Social Research Methods: Qualitative And Quantitative Approaches. Essex: Pearson Education Limited. New Mexico Legislative Financa Committee. (2020). Learning Loss Due to COVID-19 Pandemic. Erişim Adresi: https://www.nmlegis.gov/Entity/LFC/Documents/Program_Evaluation_Reports/Spotlight%20-%20Learning%20Loss%20Due%20to%20COVID-19%20Pandemic.pdf
  • Kuhfeld, M., & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. NWEA. Erişim Adresi: https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf
  • OECD. (2020). Education responses to COVID-19: an implementation strategy toolkit. OECD Publishing, Paris. doi.org/10.1787/81209b82-en
  • Reimers, F., & A. Schleicher. (2020). Educational Opportunity during the COVID-19 Pandemic. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
  • Rivera, K.D., & Tracy, S.J. (2012). Arresting the American dream: Patrolling the borders of compassion and enforcement. In S. May (Ed.), Case studies in organizational communication: Ethical perspectives and practices, 2nd ed. (pp. 271-284). Thousand Oaks, CA: Sage.
  • Robson, D. (2020). How Covid-19 is changing the world’s children. Erişim Adresi: https://www.bbc.com/future/article/20200603-how-covid-19-is-changing-the-worlds-children
  • Shenton, A.K. (2004). Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Education for Information, 22, 63-75. https://doi.org/10.3233/EFI-2004-22201
  • Thu Huong, L., & Na Jatturas, T. (2020). The covid-19 induced learning loss – what is it and how it can be mitigated?. Erişim Adresi:https://www.ukfiet.org/2020/the-covid-19-induced-learning-loss-what-is-it-and-how-it-can-be-mitigated/
  • Tiruneh, D.T. (2020). COVID-19 school closures may further widen the inequality gaps between the advantaged and the disadvantaged in Ethiopia. Erişim Adresi: https://www.ukfiet.org/2020/COVID-19-school-closures-may-further-widen-the-inequalitygaps-between-the-advantaged-and-the-disadvantaged-in-ethiopia/
  • Woessmann, L., Freundl, V., Grewenig, E., Lergetporer, P., Werner, P., & Zierow, L. (2020). Education in the corona crisis: How did the schoolchildren spend the time the schools were closed and which educational measures do the Germans advocate?. ifo Schnelldienst, 73/9, 1-10.
  • How does COVID19 impact education? (2020, Mart, 25). <http://pubdocs.worldbank.org/en/450881585235950757/COVID19-Education-Sector-Guidance-Note-March26.pdf>

Opinions of the Teachers on the Compensation of Learning Loss Caused by Covid-19 Outbreak

Yıl 2021, Cilt: 29 Sayı: 4, 173 - 184, 30.11.2021
https://doi.org/10.24106/kefdergi.811834

Öz

Purpose: With the Covid-19 pandemic that has affected the whole world, face-to-face education has been suspended at all levels in many countries for a long time. During this period, education and training continued with various distance education activities. However, learning losses faced by the students could not be prevented. In this study, it is aimed to reveal teachers' opinions about learning losses and the measures that can be taken regarding this.
Design/Methodology/Approach: In the research, a case study from qualitative research designs was used. The sample of the study was determined with the maximum diversity sampling method, one of the purposeful sampling methods, and 50 teachers from different branches working at various levels participated in the study. The semi-structured interview form developed by the researchers was used as a data collection tool. Content analysis method was used to analyze the data.
Findings: The findings show that the teachers participating in the study stated that they experienced learning loss after the emicdemic. According to teachers' opinions, the courses with the most learning loss were Turkish, mathematics, science, physics, chemistry and English, while the courses with less learning loss were listed as social studies, biology, geography, history, music and art. Finally, teachers stated that learning losses could be compensated with various suggestions such as increasing reading activities, increasing parents' opinions, repeating the current year. This situation shows that teachers are aware of learning losses and they have various solution suggestions for them.

Kaynakça

  • Alexander, K.L., Entwisle, D.R., & Olsen, L.S. (2007). Summer learning and its implications: Insights from the Beginning School Study. New Directions for Youth Development, 114, 1-15. doi.org/10.1002/yd.210
  • Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır?. Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388. Doi: 10.31592/aeusbed.598299
  • Çelik, Z. (2020). Covid-19 salgınının gölgesinde eğitim: Riskler ve öneriler. (Odak Analiz No. 5). Eğitim-Bir-Sen Stratejik Araştırmalar Merkezi, 5-47. Doi: 10.13140/RG.2.2.34400.30723
  • Denzin, N.K., & Lincoln, Y.S. (Eds.). (2008). The landscape of qualitative research. Sage Publications, Inc.
  • Dorn, E., Hancocok, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. Erişim adresi: https://www.mckinsey.com/industries/public-and-social-sector/our-insights/covid-19-and-student-learning-in-the-united-states-the-hurt-could-last-a-lifetime
  • Shmis, T., Sava, A., Teixeira, J.E.N., & Patrinos (2020). Response to covid-19 in Europe and Central Asia. Europe and Central Asia Education World Bank Group, May 1. Erişim Adresi: http://pubdocs.worldbank.org/en/862141592835804882/ECA-Education-Response-Note-v9-final.pdf
  • Emin, M.N. (2020). Koronavirüs salgını ve acil durumda eğitim. SETA Perspektif, 268, 1-3. Erişim Adresi: https://setav.org/assets/uploads/2020/04/P268.pdf
  • Hanushek, E.A., & Woessman, L. (2020). The economic impacts of learning losses. OECD Better Policies For Better Lives, September 2020. Erişim Adresi: http://www.oecd.org/education/The-economic-impacts-of-coronavirus-covid-19-learning-losses.pdf
  • Hattie, J. (2020), Visible Learning Effect Sizes When Schools Are Closed: What Matters and What Does Not. Erişim Adresi: https://opsoa.org/application/files/2215/8689/0389/Infuences-during-Corona-JH-article.pdf
  • Hill, H.C., & Loeb, S. (2020). Teachers will need to work together to uncover missed learning. Education Week Group Online Access, May 2020. https://www.edweek.org/ew/articles/2020/05/28/how-to-contend-with-pandemic-learning-loss.html
  • Kim, J.S., & White, T.G. (2011). Solving the Problem of Summer Reading Loss. Kappan, 92/7, 64-68. Erişim Adresi: https://scholar.harvard.edu/files/jameskim/files/prof_pub-pdk-white-2011-summer_loss.pdf
  • LesEchos. (2020). Coronavirus: Entre 5 et 8 % des élèves » sans continuité pédagogique depuis la fermeture des écoles. Erişim Adresi: https://www.lesechos.fr/politique-societe/societe/coronavirus-5-et-8-des-eleves-sans-continuite-pedagogique-depuis-la-fermeture-des-ecoles-1190583
  • Leylum, O.Ş., Odabaşı, H.F., & Kabakçı Yurdakul, I. (2017). Eğitim ortamlarında durum çalışmasının önemi. Eğitimde Nitel Araştırmalar Dergisi - Journal of Qualitative Research in Education, 5(3), 369-385. Doi: 10.14689/issn.2148- 2624.1.5c3s16m
  • Lorié, W. (2020). Contextualizing COVID-19 “Learning Loss” and “Learning Recovery”. Erişim Adresi: https://www.nciea.org/blog/school-disruption/contextualizing-covid-19-learning-loss-and-learning-recovery
  • McKinsey & Company. (2020). COVID-19 and student learning in the United States: The hurt could last a lifetime. Erişim Adresi: https://www.mckinsey.com/~/media/McKinsey/Industries/Public%20Sector/Our%20Insights/COVID-19%20and%20student%20learning%20in%20the%20United%20States%20The%20hurt%20could%20last%20a%20lifetime/COVID-19-and-student-learning-in-the-United-States-FINAL.pdf
  • Neuman, W.L., & Robson, K. (2014). Basics Of Social Research. Toronto: Pearson Canada.
  • Neuman, L.W. (2014). Social Research Methods: Qualitative And Quantitative Approaches. Essex: Pearson Education Limited. New Mexico Legislative Financa Committee. (2020). Learning Loss Due to COVID-19 Pandemic. Erişim Adresi: https://www.nmlegis.gov/Entity/LFC/Documents/Program_Evaluation_Reports/Spotlight%20-%20Learning%20Loss%20Due%20to%20COVID-19%20Pandemic.pdf
  • Kuhfeld, M., & Tarasawa, B. (2020). The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement. NWEA. Erişim Adresi: https://www.nwea.org/content/uploads/2020/05/Collaborative-Brief_Covid19-Slide-APR20.pdf
  • OECD. (2020). Education responses to COVID-19: an implementation strategy toolkit. OECD Publishing, Paris. doi.org/10.1787/81209b82-en
  • Reimers, F., & A. Schleicher. (2020). Educational Opportunity during the COVID-19 Pandemic. https://www.hm.ee/sites/default/files/framework_guide_v1_002_harward.pdf
  • Rivera, K.D., & Tracy, S.J. (2012). Arresting the American dream: Patrolling the borders of compassion and enforcement. In S. May (Ed.), Case studies in organizational communication: Ethical perspectives and practices, 2nd ed. (pp. 271-284). Thousand Oaks, CA: Sage.
  • Robson, D. (2020). How Covid-19 is changing the world’s children. Erişim Adresi: https://www.bbc.com/future/article/20200603-how-covid-19-is-changing-the-worlds-children
  • Shenton, A.K. (2004). Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Education for Information, 22, 63-75. https://doi.org/10.3233/EFI-2004-22201
  • Thu Huong, L., & Na Jatturas, T. (2020). The covid-19 induced learning loss – what is it and how it can be mitigated?. Erişim Adresi:https://www.ukfiet.org/2020/the-covid-19-induced-learning-loss-what-is-it-and-how-it-can-be-mitigated/
  • Tiruneh, D.T. (2020). COVID-19 school closures may further widen the inequality gaps between the advantaged and the disadvantaged in Ethiopia. Erişim Adresi: https://www.ukfiet.org/2020/COVID-19-school-closures-may-further-widen-the-inequalitygaps-between-the-advantaged-and-the-disadvantaged-in-ethiopia/
  • Woessmann, L., Freundl, V., Grewenig, E., Lergetporer, P., Werner, P., & Zierow, L. (2020). Education in the corona crisis: How did the schoolchildren spend the time the schools were closed and which educational measures do the Germans advocate?. ifo Schnelldienst, 73/9, 1-10.
  • How does COVID19 impact education? (2020, Mart, 25). <http://pubdocs.worldbank.org/en/450881585235950757/COVID19-Education-Sector-Guidance-Note-March26.pdf>
Toplam 27 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Eğitim Üzerine Çalışmalar
Bölüm Research Article
Yazarlar

Emine Akkaş Baysal 0000-0002-5711-0847

Gürbüz Ocak 0000-0001-8568-0364

Yayımlanma Tarihi 30 Kasım 2021
Kabul Tarihi 22 Nisan 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 29 Sayı: 4

Kaynak Göster

APA Akkaş Baysal, E., & Ocak, G. (2021). Opinions of the Teachers on the Compensation of Learning Loss Caused by Covid-19 Outbreak. Kastamonu Education Journal, 29(4), 173-184. https://doi.org/10.24106/kefdergi.811834