QITABI 2 Learning Recovery Study Report

The study aimed to measure students' Arabic language reading skills in Grade 2 and Grade 3, learning continuity during school closures, school engagement, and social emotional learning (SEL) needs. The study used a mixed-methods approach, which included an assessment of Arabic language reading skills of Grade 2 and Grade 3 students in public schools, surveys with school principals, teachers, students, and parents to examine learning continuity, school engagement, and SEL factors associated with reading performance, and focus group discussions with a subset of school principals, teachers, and parents to capture in-depth data about the challenges faced during the 2020-2021 school year and the perceived needs for the upcoming school year. The study targeted 120 public schools distributed over the eight governorates in Lebanon, with a total of 2,382 students participating in the study. The enumerators sent questionnaires to school principals and Arabic language teachers in Grade 2 and Grade 3 in the targeted schools, with 113 school principals and 168 teachers responding to the questionnaires. The team conducted focus group discussions with 24 school principals, 24 teachers, and 24 parents from the eight governorates. The study found that parents, teachers, and school principals expressed grave concerns regarding the quality of student learning in Lebanon over the past two school years. While parents worried that their children were not performing as well as they used to, teachers expressed dismay at the performance of their students. The study also found that the students' reading levels in Arabic language in April/May 2021 were a concern, with many students struggling to read at grade level. The study's findings suggest that the COVID-19 pandemic and related school disruptions have had a significant impact on students' learning levels in Lebanon. The study's results highlight the need for targeted interventions to support students' learning recovery and to address the social emotional learning needs of students. The study's findings also emphasize the importance of collaboration between the Ministry of Education and Higher Education, schools, and the community to ensure that students receive the support they need to succeed. The study's methodology included the administration of Early Grade Reading Assessment (EGRA) tools to students in Grade 2 and Grade 3 over 11 days from April 28, 2021, until May 12, 2021. The assessment team shared links to the questionnaires with school principals and teachers in May 2021 and led the focus group discussions with school principals, teachers, and parents in June 2021. The study's limitations include the fact that the findings are not generalizable to all Grade 2 and Grade 3 students in public schools in Lebanon, as the study targeted a specific sample of schools and students. Additionally, there is no baseline data to compare student performance in reading and to estimate the impact of the school closures on reading achievement levels. The EGRA subtasks were not adapted for remote administration, and enumerators were unable to ensure that all students completed the reading assessments independently. The study's results have implications for education policy and practice in Lebanon, highlighting the need for targeted interventions to support students' learning recovery and to address the social emotional learning needs of students. The study's findings also emphasize the importance of collaboration between the Ministry of Education and Higher Education, schools, and the community to ensure that students receive the support they need to succeed.