Özet:

In terms of the developmental characteristics of the students, the learning losses in the distance education process are mostly observed at the primary school level. Determining the learning losses experienced in primary school is essential for eliminating learning problems that may occur in the future. Primary school teachers who manage the distance education process are the ones who best observe the learning losses experienced by their students. In this context, the aim of the research is to examine the learning losses experienced by primary school students in the distance education process in line with the opinions of primary school teachers. The research was designed with a case study, one of the qualitative research methods. The participants of the research are 30 primary school teachers working in Ordu. The data collection tool is a semi-structured interview form created in line with expert opinion. Content analysis was used in the analysis of the data. Findings are presented in the form of definitions of primary school teachers about learning loss, the measures they take against learning loss, the courses with the highest and least learning loss, and suggestions for the compensation of learning losses. As a result of the research, common definitions of primary school teachers about the concept of learning loss were included. Primary school teachers preferred digital materials, close communication with families, individual interviews with students and parents when necessary, activities and materials, homework tracking and extra topic videos against learning losses. Primary school teachers stated that the most learning loss was experienced in mathematics and Turkish lessons. For Turkish lesson, learning loss is seen more in reading skills. Primary school teachers attach importance to make-up education activities in order to eliminate learning loss, and they suggest summer studies, course/private lessons, family involvement and changes in the curriculum.

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