What Did They Forget? Learning Loss of Rural Secondary Students Post-COVID: A Phenomenological Study
Date
8-9-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Sherrita Rogers
Keywords
Post-COVID Learning Loss, Rural Learning Loss, Learning Loss in Southwest Virginia, Digital Disparities, Innovative Instruction Post-COVID
Disciplines
Education
Recommended Citation
Wade, Tracey A., "What Did They Forget? Learning Loss of Rural Secondary Students Post-COVID: A Phenomenological Study" (2024). Doctoral Dissertations and Projects. 5833.
https://digitalcommons.liberty.edu/doctoral/5833
Abstract
This phenomenological study describes the lived experiences of rural, secondary teachers in a southwestern Virginia school district. The central research question was “What are the lived experiences of rural, secondary teachers with student learning loss post-COVID?” Therefore, the focus of this study was to understand the experiences of teachers with student learning loss post-COVID and what innovative strategies they used to mitigate that loss. The guiding theory was Piaget's constructivist theory of learning as teachers utilize best practices through educational technology, and other innovative instruction techniques, to support students with learning loss post-COVID. Through qualitative methodology and phenomenological research design, the researcher collected the lived experiences of 12 secondary teachers from a rural school district. Data was collected through interviews, a journal prompt, and focus groups. The analysis of data involved coding and the use of pseudonyms to help maintain ethical integrity. The results of the research included discussions about students’ lost skills and overall readiness to learn. The research findings revealed themes including student readiness, reteaching, innovative instructional strategies, and external factors that negatively affect students’ recovery from learning loss. Study participants shared their experiences with student apathy, poor socialization skills, and missing fundamental and prerequisite skills in math, reading, writing, and science. To mitigate these forgotten skills, participants shared their use of innovative instructional strategies and educational technology to recoup lost learning despite continuing issues with student apathy, social skills, connectivity, attendance, and parental support.
