Publication: Recovery of the Pandemic Learning Loss among Thai Students: Lessons Learned and Practical Guidelines
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Issued Date
2024-01-01
Resource Type
ISSN
19064675
Scopus ID
2-s2.0-85196184227
Journal Title
Journal of Behavioral Science
Volume
19
Issue
2
Start Page
118
End Page
134
Rights Holder(s)
SCOPUS
Bibliographic Citation
Journal of Behavioral Science Vol.19 No.2 (2024) , 118-134
Suggested Citation
Suwathanpornkul I., Tulmethakaan M., Sarnkhaowkhom C., Charoensuk O.U., Sakuntanak P. Recovery of the Pandemic Learning Loss among Thai Students: Lessons Learned and Practical Guidelines. Journal of Behavioral Science Vol.19 No.2 (2024) , 118-134. 134. Retrieved from: https://hdl.handle.net/20.500.14740/20680
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Abstract
Background/problem: The COVID-19 pandemic disruption to education across the globe led to student learning loss and inequalities. Therefore, it has been suggested that learning loss recovery policies and practices should be formulated and implemented to resolve, recover, and revive the quality education. Objective/purpose: This research explored the empirical findings from lessons learned of actual implementations in schools to recover the learning loss of students, and synthesized the good practices and key success factors that could be proposed for practical guidelines regarding learning loss recovery. Design and Methodology: This qualitative multiple-case study collected data from twelve schools in Thailand with interesting practices in learning loss recovery. Data was collected through in-depth interviews, observations, and school document reviews to gain a deeper understanding of the actual practices and contexts for learning loss recovery. The collected data was analyzed through inductive content analysis. Findings: The results show that the selected schools had developed similar practices to recover students’ learning loss. The key themes in learning loss recovery policies were: the school administrators having a clear and practical vision; strong decision-making skills among school administrators; proactive school strategies; strong skills among instructors to design and organize an effective learning environment; efficient usage of educational technology, teacher’s mentoring systems; and cooperation between relevant sectors for the benefit of schools and students. Conclusion and Implications: These findings also suggested that the policies and practices driving to recovery of learning loss requires the cooperation of both internal and external school stakeholders for an effective and efficient implementation.