Per saperne di più

Summer learning loss: a scoping review (2014–2023)

S. Pastore, F. Passalacqua e G. Sbravati — Educational Research for Policy and Practice

Abstract

Despite the compelling evidence produced over the years regarding its impact on students’ academic achievement, the concept of summer learning loss remains somewhat vague, as evidenced by the variety of terms and expressions used to describe this phenomenon (e.g. “summer learning setback”, “summer slide”, etc.). This paper provides a systematic review of the literature on summer learning loss, focusing on articles published in academic, peer-reviewed journals between 2014 and 2023. More specifically, a scoping review study was conducted. Definitions of summer learning loss were examined to gain insight into how the concept is understood. Exploring how summer learning loss is conceptualised has led to consideration of the theories or theoretical frameworks utilised to establish educational interventions. The characteristics of the research design have also been considered. A total of 28 studies were collected for the final panel. The results confirm that summer learning loss is generally considered a negative phenomenon impacting students’ learning progress. However, there appears to be a lack of a clear theoretical or conceptual framework for its conceptualisation. Quantitative research, instead, is the most used research approach. This scoping review highlights the need for educational policies and interventions to mitigate the negative impact of summer holidays on students’ learning outcomes.

Leggi tutto

In aggiornamento