ISSN: 2226-6348
Open access
Learning loss occurs when students drop out, lowering their academic performance. According to UNICEF, twenty percent of rural children in 2021 were disinterested in education. Quitting school affects students with facility concerns and other issues. This study examines mathematics teachers' challenges and how they address student learning loss in secondary schools in Pasir Gudang, Johor. Purposive sampling selected five individuals for this case study. Interviews and document collection provided study data. The teacher's daily lesson plan, student exam analysis, and semi-structured interviews were collected. The acquired data were thematically and descriptively examined to determine the study topic and connect the research findings to the objectives. The study found that non-attendance, socioeconomic concerns, and a lack of basic mathematical comprehension cause student learning loss in mathematics training. Teachers also face time constraints, failing to motivate students, and failing math achievement. Teachers address this issue via differentiated instruction, modules, and peer mentorship. The study can help educators reduce learning loss. Expanded investigations are needed to understand this issue altogether. Studies on creating customized modules for kids with learning loss or low basic maths skills and the relationship between learning loss and maths accomplishment in school should be done.
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In-Text Citation: (Noorzally & Mahmud, 2023)
To Cite this Article: Noorzally, N. A. M., & Mahmud, M. S. (2023). Challenges Faced by Mathematics Secondary School Teachers in Managing Learning Loss: A Qualitative Study. International Journal of Academic Research in Progressive Education and Development, 12(2), 2375–2387.
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