POST-PANDEMIC LEARNING LOSS AND RECOVERY STRATEGIES AMONG SECONDARY AND HIGHER SECONDARY STUDENTS IN KARACHI, PAKISTAN

Abstract

Education has faced subsequent disturbance due to the COVID-19 and the floods of 2022 enhances the setback of education in Pakistan. The study focuses and evaluates different recovery strategies implemented in schools of Karachi, especially the secondary and the higher secondary schools which are first steps for the students towards the professional degrees and to attain higher education. Employing mixed-method approach in combination of quantitative analysis and with the sample size of n = 420 students and qualitative interviews of n = 12 teaching staff found out that an average core subjects’ academic performance has declined at an average of 23% and the most affected subjects at this level have been mathematics and English. An average of 12% recovery gains and measurable enhancement has been represented through measures taken like; blending learning, integrated studies, peer coaching and tutoring, remedial classes and online assistance (Smith et al., 2022; Johnson & Alvarez, 2021).

UNESCO, 2023; Zhao, 2022 stated the same findings in the post-pandemic education recovery research, in which online and physical learning environment and remedial model peer and group assistance in studies displayed a significant role and contributed to a remarkable level in recovery trends in educational loss but the inequality and difference in provision of facilities, digital support, teachers’ training, investment on learning infrastructure in public and private sector become a barrier in equitable and sustainable recovery at the level of secondary and higher secondary studies (OECD, 2022; Malik & Rehman, 2023; Anderson at al., 2023; World Banks, 2022).