Private school students suffered learning losses due to COVID-19 pandemic

Private school students in elementary and high school suffered learning losses caused by the COVID-19 pandemic in the country, a study revealed.

According to the data from the Philippine Assessment for Learning Loss Solutions (PALLS) conducted by Cebu-based University of San Carlos (USC) and Metro Manila-based Thames International School during the last quarter of 2022, private school students from Grades 1 to 12 got average scores of 54.1 percent and 47.5 percent in science and mathematics, respectively.

Both of the scores were below the 60 percent passing percentage set by the Department of Education (DepEd).

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However, students got a passing score of 61.5 percent in English.

3,600 Grades 1 to 12 students in 18 private schools nationwide took the assessment, covering Most Essential Learning Competencies (MELCs) from third to fourth quarter.

A total of 75 multiple-choice items for the 3 core subjects of their previous grade level were answered by the students.

The older the student, the lower the result and that learning loss is much higher at the upper grade levels,

USC’s Dr. Richard Jugar said who presented the exam results.

Meanwhile, Joel Santos, president of Thames International School said the assessment is the first step towards solving the problem of learning loss.

We hope the indicative data from PALLS provide directions not only to our school leaders but also to policy makers so that interventions can be done to help our Filipino students,

he said.

The learning loss will translate into huge productivity loss and costly economic consequences if not addressed collectively, systematically, and urgently,

USC President Fr. Narciso Cellan Jr. also said.

He hoped that through this initiative, USC and Thames International will find like-minded individuals and groups who will partner with us in crafting and putting in place intervention programs that will put a stop to learning loss and turn it to learning boost.

Periodic and granular assessment, involving support for teachers to identify the specifics of learning loss; personalized teaching and accelerated learning for every learner ASAP, as well as targeted skills learning recovery were recommended by the proponents.

Others include remediation programs with technology, TV, and online support, teacher upskilling, and tutor recruitment and training.

PALLS was the first assessment in learning loss in the Southeast Asia, and was an indicative study showing the extent of the impact of learning loss to private school students.