2023-06-04-ADB-Leveraging_School_Principals_to_Address_Learning_Loss_in_Indonesia_through_Group_and_Individual_Targeting_21页_413kb

Leveraging School Principals for Learning Recovery in Indonesia

This study examines the effectiveness of differentiated remedial teaching, individual tutoring, and principal training to address learning loss in Indonesian primary students affected by the COVID-19 pandemic-induced school closures.

Purpose:
To explore whether differentiated teaching improves foundational numeracy skills, assess the impact of additional individual tutoring, and evaluate the role of principal training in strengthening intervention outcomes.

Method:
Four intervention groups were implemented across 25 primary schools and 1,545 students (Grade 3-4) in West Java, Indonesia. All schools received training for teachers on numeracy assessment and differentiated instruction. Two groups additionally implemented individual tutoring twice weekly. Half of the schools had principals trained to support teachers, varying whether they focused on basic or enhanced models.

Key Findings:

• Teachers with short training could effectively implement group remediation based on student numeracy levels.
• All intervention groups showed significant improvements in foundational numeracy, with a notable reduction in students at the lowest level.
• Students in schools with added individual tutoring performed better.
• Principals' training positively influenced teacher punctuality in submitting student assessment data.
• Scheduling and belief in student capability were major implementation challenges.

Conclusion:
Principal training enhances teacher accountability and strengthens intervention results. This approach supports learning recovery and warrants further research for scalability.