Page 388 - RUICHSS 2023 Proceeding

University of Ruhuna ISSN: 2706-0063
Matara, Sri Lanka

Learning Loss due to School Closure: A Systematic Review

*
V. Agalya , B.P.G.S. Gunarathna
National Institute of Education, Sri Lanka
agalyavino29@gmail.com *

Abstract

In Sri Lanka, students have faced multiple instances of school closures, stemming from
various factors such as the COVID-19 pandemic, the Easter attacks, teachers' strikes, and the
economic crisis. Existing research has consistently indicated that even planned school
holidays can lead to significant learning loss among students. This study aims to provide a
review of the literature on learning loss resulting from school closures in diverse contexts,
with a focus on understanding the potential impacts on education. The study employs a
qualitative methodology, conducting a systematic literature review. Articles published in
English between January 1, 2022, and August 31, 2022, were included in the initial search,
with a specific focus on primary and secondary education while excluding tertiary education.
Key electronic databases such as Google Scholar, the Education Resources Information
Center, and the Cochrane Library served as the primary sources of reference. The search
incorporated keywords such as "school closure," "learning loss," and "education gap."
Inclusion criteria involved studies that conducted student analyses and reported on the effects
of school closure on learning progress, whether positive, negative, or negligible. After
applying these criteria, six articles were selected for analysis. These articles were coded based
on various parameters, including the nation of study, the duration of school closures, the
educational level, the subject, observed effects of learning loss, impacts of equality, and the
sample size. Of the six studies analysed, five highlighted learning loss in subjects such as
Mathematics and Languages, while one study found no significant overall learning loss due
to school closure. Two articles underscored the substantial influence of economic status on
learning loss, while three indicated that students from lower economic backgrounds did not
experience distinct learning setbacks. The study identifies several contributing factors to
learning loss, encompassing parental qualifications, student grade level, subject matter, the
duration of school closures, and the economic status of the country. It is recommended that
future research delve deeper into the nuances of learning loss, explore regional disparities,
and investigate the multifaceted factors influencing this phenomenon.

Keywords: Education Gap, Learning Loss, School Closure

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