EdCircuit Staff
No surprise, the pandemic triggered more passive teaching and exacerbated learning gaps
Methodology:
The survey was conducted online within the United States by The Harris Poll on behalf of BYJU’s Future School between August 13-19, 2021 among 501 pre-kindergarten to 12th grade teacher (defined as adults ages 18+ in the US who are employed full-time as teachers in public or private schools). Data were weighted where necessary by school level, community type, region, and student enrollment to bring them into line with their actual proportions in the population. All sample surveys and polls, whether or not they use probability sampling, are subject to multiple sources of error which are most often not possible to quantify or estimate, including sampling error, coverage error, error associated with nonresponse, error associated with question wording and response options, and post survey weighting and adjustments. Therefore, The Harris Poll avoids the words “margin of error” as they are misleading. All that can be calculated are different possible sampling errors with different probabilities for pure, unweighted, random samples with 100% response rates. These are only theoretical because no published polls come close to this ideal. Respondents for this survey were selected among panel members who have agreed to participate in surveys. Because the sample is based on those who agreed to be invited to participate, no estimates of theoretical sampling error can be calculated.
Summary and HighLights:
Learning gaps and program benefits can differ by type of learners
● While learning gaps are thought to occur for all students regardless of what type of learner they are
(87%), teachers generally believe these gaps are more noticeable with certain types of learners than
others (78%).
● According to most teachers, physical or kinesthetic learners (71%) and social or interpersonal learners
(70%) are the most inclined to experience a learning gap.
● From most teachers’ perspective, all learners can benefit, but the programs are most effective for solitary
or intrapersonal learners (82%), visual or “spatial” learners (70%), and logical or mathematical learners
(69%), and least relevant to social or interpersonal learners (50%).
Supplemental learning programs seen as ways to overcome gaps, with some subjects aided more
● Teachers also observe that over school breaks, students face setbacks more in some subjects than
others, in particular reading/language arts (80%) and math (78%).
● Teachers also generally feel that core subject areas like math (84%), reading/language arts (80%) and
science (62%) can be aided the most by taking advantage of one-on-one supplemental learning.
● Over 8 in 10 feel that learning gaps caused by school breaks can be prevented (84%) – and the specific
learning gaps caused last year by COVID-19 can be mitigated (84%) – through supplemental learning
programs that provide enrichment exercises.
● Nearly all teachers (91%) say one-on-one instruction is crucial for students to learn and grasp concepts
that they might otherwise struggle with, and the majority think parents should consider one-on-one
supplemental learning programs as a good alternative to summer school programs (82%) and to fill gaps
in their children’s learning rather than holding their child back (84%).
Besides bridging learning gaps, learning programs can be part of a comprehensive learning
curriculum
● While most teachers feel learning gaps are typically overcome once students are back in school,
regardless of whether they take advantage of supplemental learning (57%), the vast majority (93%) see
clear and diverse benefits to supplemental learning programs including: strengthening students’
knowledge and skills (70%), providing students with the opportunity to explore subjects that may not be
available to them in more traditional school settings (69%), and exposing students to new and different
learning tools that aren’t provided in standard classrooms (69%).
● Teachers largely believe that one-on-one supplemental learning programs provide a richer learning
experience than classroom instruction alone (83%), keep kids engaged in areas of learning that are of
interest to them (96%), and are a great way for parents to enhance their children’s in-class learning
(90%).
● According to teachers, one-on-one supplemental learning (78%) is one of the most effective
programs/activities to help minimize learning gaps, along with tutoring (80%).
● Over three-quarters of teachers (76%) are likely to recommend that parents and students consider using
one-on-one supplemental learning programs as part of a comprehensive learning curriculum, and almost
1 in 3 (29%) are extremely/very likely.
