Page 398 - RUICHSS 2023 Proceeding

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

which the information supplied by these studies is pertinent to the observed samples. Therefore,

research examining representative student groups is necessary.

4. Conclusions

This systematic review offers a thorough assessment of the current research on learning loss
related to COVID-19. This was accomplished by conducting a detailed examination of

published learning-loss studies spanning from January 2022 to August 2022. Following an

extensive filtering process, six articles were analysed. Among these, one study reported no
evidence of learning loss, while the remaining five studies provided indications of learning loss

among the participants. Notably, two of these studies also highlighted an increase in
educational inequality, with students from lower socioeconomic backgrounds experiencing

more significant learning setbacks. To gain a deeper understanding of learning loss and develop
effective remedial strategies, further research is imperative. This necessitates the utilisation of

appropriate assessment tools, larger and more diverse student samples, broader geographical

coverage, and integration with insights from Neuroscience.

5. References

Andrabi, T., Daniels, B., & Das, J. (2021). Human capital accumulation and disasters: Evidence

from the Pakistan earthquake of 2005. Journal of Human Resources, 0520-10887R1.

Andrew, A., Cattan, S., Costa Dias, M., Farquharson, C., Kraftman, L., Krutikova, S., &

Sevilla, A. (2020). Inequalities in children's experiences of home learning during the
COVID‐19 lockdown in England. Fiscal studies, 41(3), 653-683.

Arenas Jal, A., & Gortázar, L. (2022). Learning Loss One Year After School Closures:
Evidence From The Basque Country. IEB Working Paper 2022/03.

Ari, A. (2005). İlköğretim Okulu Öğrencilerinin Yaz Tatilindeki Öğrenme Kayıpları [Learning

Losses of Primary School Students During Summer Vacation]. Gazi University, Ankara.

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