African Educational Research Journal - Vol. 10(1) - Full Length Research Paper - “I am also in the compensation” program for learning losses during the Covid 19 process

Oct 15, 2026

Uploaded by McQueen

In Turkey, for the first time in the summer season of 2020-2021, the “I am in compensation program” was applied to compensate for learning losses due to Covid 19. This research determines classroom teachers’ opinions about the program. A phenomenology design used semi-structured interviews with nineteen eligible teachers, and NVivo-based thematic analysis interpreted the data. Results indicate academic support, improved student socialization and happiness through games, and a positive attitude toward lessons, followed by recommendations.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

Introduction

Covid-19 impacts on education and learning losses

Implementation of distance education in Turkey

Barriers to participation and effects on students

African Educational Research Journal Vol. 10(1), pp. 54-71, March 2022 DOI: 10.30918/AERJ.101.22.005 ISSN: 2354-2160 Full Length Research Paper “I am also in the compensation” program for learning losses during the Covid 19 process Aytekin Karbeyaz* and Murat Kurt Department of Basic Education, Classroom Education, University of Amasya, Amasya, Turkey. Accepted 23 February, 2022 | ABSTRACT
In Turkey, for the first time in the summer season of 2020-2021, the “I am in compensation program” was applied to compensate for learning losses due to Covid 19. This research aims to determine the opinions of classroom teachers about the “I am in compensation program”. The research was designed according to the phenomenology method. A semi-structured interview form developed by the researchers was used as a data collection tool. Nineteen participants from the classroom teachers who applied the “I am in for compensation program" at least once by using the criterion sampling method were included in the study. The data were interpreted with the NVivo 9.2 package program using the thematic analysis method. According to the opinion of the classroom teachers, “I am in compensation program”, it has been revealed that it supports the students academically, contributes to the socialization of the students, makes the students happy by playing many games, and develops a positive attitude towards the lessons. Various suggestions were made based on the research findings.
Keywords: Covid 19, problems, learning losses, face-to-face training, solutions. | | --- | | *Corresponding author. E-mail: [aytekinkarbeyaz@gmail.com](aytekinkarbeyaz@gmail.com). | INTRODUCTION Covid 19 (Coronavirus), which has spread to the world and affected people's lives negatively, has not only affected people's health but also negatively affected their social life. Covid 19 has the ability to spread rapidly (Bonal and González, 2020; Syauqi et al. , 2020) . From December 2019, when the virus first appeared, to 29.10.2021, a total of 245,373,039 cases were seen in the world, 4,979,421 people died from these cases, and 6,838,727,352 doses of vaccine were applied to people to overcome this situation (WHO, 2021) . Figure 1 shows the current Covid 19 situation in Turkey. According to Figure 1, it is seen that there are 7,961,535 cases in Turkey, 69,998 of them died, and 115,255,712 doses of vaccine were applied to people to prevent this. In order to prevent the spread, the top managers of the countries have taken some decisions prohibiting social interaction in their countries. Collectively, cinemas, shopping malls and even taking to the streets are prohibited. In order to reduce the spread of the virus, administrators have imposed bans restricting social interaction with their citizens (Karbeyaz and Kurt, 2020a; Karbeyaz and Kurt, 2021a) . Many beings were adversely affected by these prohibitions, and people could not leave their homes. Many activities have been adversely affected by Covid 19 (Bonal and Gonzalez, 2020) . Educational institutions, which have an important place in these activities, were negatively affected by this situation and schools were closed for a certain period of time. Figure 2 shows the data obtained from UNESCO regarding the situation of schools around the world due to COVID 19 dated 30.10.2021. When Figure 2 is examined, due to the suspension of face-to-face education, it is seen that approximately 55 million students in 14 countries cannot benefit from faceto-face education, which corresponds to 3.5% of the students in the world. Schools in Turkey have been fully opened since September 6, 2021. Due to the fact that face-to-face education was mostly suspended by the Ministry of National Education (MNE) in the 2020-2021 academic year, distance education was started. Turkish Ministry of National Education officials continued to teach students using the Education Information Network (EIN) Karbeyaz and Kurt 55 Figure 1. An over

FAQs

What is the purpose of the “I am in compensation program” during the Covid-19 period?

It was applied in 2020-2021 to compensate for learning losses caused by Covid-19.

How was the study designed and what method was used to analyze data?

The research used a phenomenology approach with semi-structured interviews and thematic analysis interpreted through the NVivo 9.2 package.

What benefits did classroom teachers report about the program?

Teachers reported academic support, increased student socialization, improved student happiness via many games, and a positive attitude toward lessons.

Oct 15, 2026

Uploaded by McQueen