Mathematics Teachers’ Insights on a Program for Addressing Learning Loss in Jordan After the COVID-19 Pandemic

Background/purpose. This study examines the effectiveness of Jordan’s National Program for Remedial Interventions (NPRI) in mathematics, launched in response to the COVID-19 pandemic, by analyzing its implementation mechanisms, remedial content, and impact on student performance from the perspective of mathematics teachers. Materials/methods. The study utilized both quantitative and qualitative data gathered from a sample of 342 mathematics teachers who were involved in this program. The research team developed and validated an electronic questionnaire for this purpose. Results. The results indicated a consensus among teachers on the effectiveness of the remedial program design, which involved daily integration of remedial content with official curriculum lessons. This allowed them to continue teaching the official curriculum while addressing students' learning loss on a daily basis to ensure their progress. Furthermore, it highlighted improvements in the performance and engagement levels of below-average students, as reported by the participating teachers. Conclusion. This study offers evidence-based recommendations to enhance the NPRI’s impact, including teacher training, provision of manipulatives and supporting tools in classrooms, and thoroughly documents Jordan’s approach to addressing learning loss in mathematics after the COVID-19 pandemic, which may inspire similar initiatives globally.