A Survey of Forgetting in the Classroom during the Long Covid Era

DOI: https://doi.org/10.62517/jhet.202515651

Author(s)

Xuejia Sang1, Dunlong Liu1,*, Lei He1, Na Sun2

Affiliation(s)

1School of Software Engineering, Chengdu University of Information Technology, Chengdu, China 2Campus Hospital, Southwest Petroleum University, Chengdu, China *Corresponding Author

Abstract

In the Long Covid era, the normalization of COVID infections have led researcher to identify cognitive decline in COVID patients. Reduced class hours and increased cognitive - decline risk challenge education quality. Our survey has interesting findings. Firstly, 62% of teachers and 65.4% of students report more severe forgetfulness this year. Secondly, COVID-19 induced classroom forgetting is more prevalent among in-attentive students and new/experienced teachers (working years < 2 or > 9). Thirdly, knowledge - presenting courses are more forgettable than hands - on ones. Fourthly, 56.8% of teachers skip forgotten content and 27% pause for recollection during teaching. Fifthly, only 44% of teachers are aware that COVID-19 affects memory, but many have given up protection. Schools, given the lack of understanding of Long Covid harm, should address the dual impact of cognitive decline on teachers and students. They should assist low - performing students and new/old teachers to mitigate forgetting's impact on teaching quality. Teachers should adjust course structures, enrich interactive and practical segments, and reduce knowledge - preaching time. Students should use diverse memory methods. In China, traditional teaching methods are long - established, but without improvement in the post COVID era, educational inequality may worsen.

Keywords

Forgetting in Classroom; COVID; Long COVID; Memory Loss; COVID-19 Affects Memory

References

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