Education Journal

Submit a Manuscript

Publishing with us to make your research visible to the widest possible audience.

Propose a Special Issue

Building a community of authors and readers to discuss the latest research and develop new ideas.

Research Article |

Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19

Learning loss due to COVID-19 in the science classroom extends beyond the academic measurements of standardized assessments. This loss limits students' ability to apply what they learn in the classroom to the real world. While schools were closed during the pandemic, students did not have the opportunity to enhance what they learned in the sciences with hands-on and inquiry-based experiences. This loss of experience left students unprepared to thoroughly learn science when they returned to an in-person classroom. The solutions to this loss of laboratory time, including virtual and at-home laboratory activities, did not bridge the gap needed to overcome the learning loss before the students returned to school. Though well-intentioned, the students did not develop the kinesthetic skills necessary to start the subsequent and more advanced laboratory course on their return. Some of these alternative solutions put the student and their family at risk to accidents while exposing the teacher and their districts to a broader range of liabilities. The focus of the science lab is to allow students to develop an understanding of the world around them in a safe and supervised environment. Pandemic-induced school closures hampered our ability to provide students with the experiences they needed to develop the understanding necessary to succeed.

Lab Skills, Learning Loss, Science, Learning, Laboratory

APA Style

Doyle, K. S., Everett, T., Doyle, Y. (2023). Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19. Education Journal, 12(6), 258-261. https://doi.org/10.11648/j.edu.20231206.12

ACS Style

Doyle, K. S.; Everett, T.; Doyle, Y. Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19. Educ. J. 2023, 12(6), 258-261. doi: 10.11648/j.edu.20231206.12

AMA Style

Doyle KS, Everett T, Doyle Y. Learning Loss as Seen Through the Decline in Student Lab Skills Due to COVID-19. Educ J. 2023;12(6):258-261. doi: 10.11648/j.edu.20231206.12

Copyright © 2023 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

1. Burgess, S., & Sievertsen, H. H. (2020). Schools, skills, and learning: The impact of COVID-19 on education. VoxEu. org, 1 (2).
2. Carroll, M., & Constantinou, F. (2022). Learning loss in the COVID-19 pandemic: teachers’ views on the nature and extent of loss. Research Matters: A Cambridge University Press & Assessment publication, 34, 6–25.
3. Donnelly, R., & Patrinos, H. A. (2021). Learning loss during COVID-19: An early systematic review. Prospects, 1-9.
4. Dorn, E., Hancock, B., Sarakatsannis, J., & Viruleg, E. (2020). COVID-19 and learning loss—disparities grow and students need help. McKinsey & Company, December, 8, 6-7.
5. Kaufman, J., PhD. (2020). Kids, Don’t Try This: Practicing Safe Science at Home. Lab Safety Institute. https://www.labsafety.org/n safe-science-at-home
6. Kelley, E. W. (2021). LAB theory, HLAB pedagogy, and review of laboratory learning in chemistry during the COVID-19 pandemic. Journal of Chemical Education, 98 (8), 2496–2517.
7. Maity, B. (2021). Online Education and Learning Loss During the COVID-19 Pandemic. International Journal of Multidisciplinary Education, 10 (11 (2)), 2277–7881.
8. Mattheis, F. E., & Nakayama, G. (1988). Effects of a Laboratory-Centered Inquiry Program on Laboratory Skills, Science Process Skills, and Understanding of Science Knowledge in Middle Grades Students.
9. National Science Teaching Association. 2020. Legal Implications of Duty of Care for Science Instruction.
10. NSTA. (n.d.). NSTA--Legal Implications of Duty of Care for Science Instruction. In National Science Teaching Association. National Science Teaching Association.
11. Retrieved January 30, 2023, from https://static.nsta.org/pdfs/LegalImplicationsOfDutyOfCareForScienceInstruction.pdf
12. Onyema, E. M., Eucheria, N. C., Obafemi, F. A., Sen, S., Atonye, F. G., Sharma, A., & Alsayed, A. O. (2020). Impact of Coronavirus pandemic on education. Journal of Education and Practice, 11 (13), 108-121.
13. Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021). COVID-19 and the educational equity crisis: Evidence on learning loss from the CORE data collaborative.Policy Analysis for California Education. https:// edpol icyin ca. org/ newsr oom/ COVID- 19- and- educational- equity- crisis
14. Radhamani, R., Kumar, D., Nizar, N., Achuthan, K., Nair, B., & Diwakar, S. (2021). What virtual laboratory usage tells us about laboratory skill education pre-and post-COVID-19: Focus on usage, behavior, intention, and adoption. Education and information technologies, 26 (6), 7477–7495.
15. Roy, K. R., & Doyle, K. S. (2020). Safety Recommendations for Opening the New School Year. The Science Teacher, 88 (1), 10-15.
16. Usman, M., & Huda, K. (2021, May). Virtual lab as distance learning media to enhance student’s science process skills during the COVID-19 pandemic. In Journal of Physics: Conference Series (Vol. 1882, No. 1, p. 012126). IOP Publishing.
17. Vasiliadou, R. (2020). Virtual laboratories during coronavirus (COVID-19) pandemic. Biochemistry and Molecular Biology Education, 48 (5). https://doi.org/10.1002/bmb.21407