Accelerated Learning Program Research Articles

Improving learning outcomes for out-of-school children: evidence from a randomized evaluation of an accelerated learning program in Liberia

ABSTRACT Children in Liberia receive 2.2 learning-adjusted years of schooling, one of the lowest levels of educational attainment in the world. We study one approach to address low enrollment and low rates of learning: a 10-month accelerated learning program run by the Luminos Fund to help out-of-school children catch up to grade level. We conducted a randomized evaluation of the program across 100 communities in Liberia. We find that the program had large effects on reading and numeracy skills for out-of-school children, and that children in the program catch up to the learning levels of children in government schools.

Mentoring Online Composition Instruction (ALP/Corequisite Writing) for Faculty and Student Success

This paper expands previous research discussing a former faculty-mentoring program for new and adjunct faculty teaching ALP (Accelerated Learning Program) / corequisite writing at the Community College of Rhode Island (CCRI) which was a boon to student success during the pandemic and aims to provide mentoring tools to new and adjunct faculty teaching online. The sudden shift to online learning brought multiple challenges, still relevant today, including student engagement, student attendance, and successful completion of work; thus, we also emphasize best digital practices that enable a successful online learning environment. A continuous support system / mentoring program that helps with all facets of distance learning is important for the success and well-being of both faculty and students.

Education of Internally Displaced Persons in Northeastern Nigeria during the Era of Boko Haram: Student Achievement Evaluation in an Accelerated Learning Program

Education of Internally Displaced Persons in Northeastern Nigeria during the Era of Boko Haram: Student Achievement Evaluation in an Accelerated Learning Program

Continuous and Placement Assessment Results as a Predictor of Student Achievement in Primary Schools

The purpose of this study was to explore the performance of out-of-school children in speed school and accelerated learning programs as a basis for success in primary schools. This research field has received very little attention. The continuous assessment and placement test results of students at risk were not used much in the literature, which this study aims to fill. The total number of students involved in the study was 624. The study used the continuous assessment average scores and placement test scores as predictor variables. The results show that the relationship between placement test and 1st-semester score in grade four was significant, r (196) = .501, p < .001. For the Accelerated Learning Program, the placement test and 1st-semester score in grade three were significant, r (111) = .413, p<.001. As a tool to forecast primary school students' future achievement, the teacher-made continuous assessment appears to be less useful than placement tests for children who come through speed school. Students from speed school backgrounds performed better than students from formal schools; students from accelerated learning program backgrounds performed almost similarly to students from formal schools except in environmental science. The study indicated that in grade four of formal primary school, continuous assessment was found to be poorly linked with student knowledge and skills. However, the results show that both comparisons found placement examinations to be a reliable indicator of children's achievement in primary schools. It can be concluded that students who joined grades three and four of formal school through speed school and an accelerated learning program are capable of achieving minimum learning competence in the subsequent educational outcomes in elementary grades.

The Influence of Educational Recreational Kits on Participation and Attendance of Students in Emergency under Accelerated Learning Program (ALP); a Mixed Research Article conducted in Mekelle IDP Sites, Tigray

This paper analyzed the influence of provision of education recreational materials on the participation and attendance rate of internally displaced children in 8 selected internally displaced people (IDP) sites with accelerated learning programs (ALP) out of 26 sites camping in Mekelle, Tigray using mixed research type and sequential explanatory design. Sequential mixed methods sampling was used to select 8 IDP sites for quantitative conveniently and 4 IDP sites for qualitative purposefully. The data collected from secondary and primary sources have been analyzed using paired samples statistics and T tests in the quantitative part and using thematic descriptions in the qualitative part. The study revealed that the provision of educational recreational materials to children in ALPs significantly increases the participation and attendance rate of the ALP children for which the mean of the attendance rate after provision (M = 68.50) is greater than before provision (M = 59.25), and T tests t(7) = -9.839, p = .000, p < 0.05 which is also supported by the qualitative result that students, teachers and parents also assured that. As a result, the provision of educational recreational materials to ALP children has a significant influence on their participation and attendance rates. This recommends governments, philanthropists, local and international humanitarian and development agencies, and others to initiate with this intervention and conduct further study on how it meets the cognitive, psychosocial, and developmental needs of the children beyond its influence on participation and attendance rates of children attending education in emergency programs.

Modernization of Education Governance Based on Accelerative Paradigm Among Pesantren Communities in Madura, Indonesia

This study examines the modernization of education governance through an accelerated learning paradigm among pesantren in Madura. This mixed-method study gathered primary data through interview and observation, while the secondary data were gained from relevant literature sources. This study uncovered two significant findings using education management and social change theories. First, the dynamics of education system governance at several pesantren in Madura have undergone a transformation over the past decade. This transformation is highlighted by the emergence of an accelerated learning system at several pesantrens. Second, implementing an accelerated learning program in the pesantren is conducted by performing modernization on the education governance, entailing two aspects, curriculum and period of study. In the curriculum aspect, accelerated learning and modernization takes shape in the form of learning material implementation based on Takhassus (specialization) program, which uses summaries of several subjects compiled from various book references or sources of the same discipline. In addition, through the takhassus program, each learner can manage and complete their study period in a shorter time.

A case study of support for girls' access to primary school in Ghana.

The Strategic Approach to Girls' Education (STAGE) project developed and implemented an intervention that helped marginalized out-of-school girls in the northern regions of Ghana enter and be successful in primary school. STAGE builds on the Government of Ghana's Complementary Basic Education policy, which supports an accelerated learning program that provides literacy and numeracy classes in mother tongue to out-of-school girls between 8 and 14 years of age. This article reviews the literature that informed the design of STAGE, describes the intervention, reports on the impact on its participants, and suggests a model for replicating this intervention in Ghana and adapting it for implementation in other countries.

The Cost-Effectiveness of an Accelerated Learning Program on the Literacy, Numeracy and Social-Emotional Learning Outcomes of Out-of-School Children in Northeast Nigeria: Evidence from a Mixed Methods Randomized Controlled Trial

Nigeria is home to more out-of-school (OOS) children than any other country on Earth. More than 10.2 million children match that description throughout Nigeria, a conflict-affected country that grapples with long-standing challenges of entrenched poverty and weak governance. We used a randomized control trial (RCT) with 1,723 out of school children, ages 9–14 (850 treatment and 873 control), to determine the impact of an accelerated learning program (ALP) on the literacy, numeracy and social-emotional learning (SEL) outcomes of OOS children in Northeast Nigeria and gathered qualitative and costing data to determine stakeholder’s experiences with the program and the cost of implementation. Results show that at an average cost of £66 (2018 GBP) per child for 7 months of service, the program had positive, small to medium, and statistically significant effects on children’s literacy and numeracy skills, but no effects on SEL outcomes. We include subgroup analysis to identify baseline equity gaps and the differential impact of the intervention by gender, displacement status and mother tongue language. We discuss limitations and policy and practices implications of these findings.

Impact of English Accelerated Learning Program (ALP) on desired proficiency of 8th grade students

Within the context of lockdown and pandemic situation, by taking all these conditions in attention, government of Punjab introduced compact and shortened curriculum named as Accelerated learning program for 8th grade students. The accelerated syllabi are usually introduced and implemented to fulfill short term objectives. The current study aimed at investigating how efficient and effective this ALP can be in achieving estimated language proficiency of students. Furthermore, there is some need to get awareness to teachers’ preference and their ALP teaching practices meeting the desired aims. The syllabus has been introduced to minimize the Covid-19-driven learning loss and expedite the teaching and learning procedures to damage control and maximize learning outputs. Therefore, current study was designed as experimental so that researchers can check the impact of ALP on students’ achievements. Moreover, the effect of the independent variable ALP course was checked upon the English proficiency of the learners which is termed as a dependent variable. The 8th grade students at government schools of Bahawalpur district were taken as the population of the study out of which only 60 students were selected by using a random sampling technique and 80 teachers were also selected by using a purposive sampling technique. The findings of the study indicate that there is little or no impact on students’ learning outcomes by the use of ALP course for teaching English language. It is also found that teachers face difficulty while teaching through ALP because it is too compact and it did not include all the language components and skills. In order to obtain the maximum output from ALP, it is suggested to devise comprehensive lesson planning and proper teaching strategies with revised and modified pattern of learning outcomes.

Pedagogical Framework for Integrating Developmental Writing and English Composition Through the Accelerated Learning Program Corequisite Model

Corequisite writing classes are becoming commonplace in developmental education for the model’s promise to increase student access to college while providing necessary support for writing fundamentals, applying writing skills in a meaningful context, and developing student success skills. The Accelerated Learning Program (ALP) corequisite model is ideally structured to accommodate research-based best practices that are often difficult to implement in traditional college classrooms. This paper presents an overview of the corequisite approach to developmental writing with an emphasis on the ALP model, proposes a framework for corequisite pedagogy, and discusses how the framework can be applied in context.

Accelerated Learning Programs for Out-of-School Girls: The Impact on Student Achievement and Traditional School Enrollment

Within the context of post-conflict DRC, we examined the impact of the Accelerated Learning Program for out-of-school girls

Basic Writing Reform as an Opportunity to Rethink First-Year Composition: New Evidence from an Accelerated Learning Program

Basic Writing Reform as an Opportunity to Rethink First-Year Composition: New Evidence from an Accelerated Learning Program

The Impact of an Accelerated Learning Program on the Development of the Skill Level of Snatch Punch for Boxing Students

The world is witnessing major developments in many fields, including the sports field, where it witnessed the development of technical performance in all sports and events at all levels, which led to accelerate learning processes and shorten its time, and focuses on rapid learning on the results achieved and not the means used, so you can Through the process of learning to diversify and increase the means and techniques that you use to reach the goal, and because of the boxing game of open skills in which the opponent is unstable, which requires the learner to recognize and care about the speed of movement and accuracy of skill, which made The objectives of the research were to prepare a program in accordance with the accelerated learning in developing the skill level of the snatch punch for boxing students, and to identify the impact of using the program according to rapid learning in the development of the skill level of the snatch punching for boxing students, and to identify its preference for the impact of the program according to the rapid learning and the approach adopted in the development of The skill level of the snatch punch for students boxing, the hypothesis of research there is a positive impact of the program according to rapid learning in the development of the skill level of the snatch punch boxing for students between the tests before and after the program and educational Accelerated Learning preference influence in the development of the skill level of snatch punch boxing students between the post tests.

Implementation of Accelerated Learning Program (ALP) in an Automotive Industry by Analyzing Safety Performance

Implementation of Accelerated Learning Program (ALP) in an Automotive Industry by Analyzing Safety Performance

Assessing the Accelerated Learning Program Model for Linguistically Diverse Developmental Writing Students

This article uses quantitative and qualitative means to assess the impact of an Accelerated Learning Program on the performance and satisfaction of students designated ESL and developmental at a large, urban community college.

EVALUASI PROGRAM PERCEPATAN/AKSELERASI BELAJAR DI SD MUHAMMADIYAH SAPEN YOGYAKARTA

This study aims to explore the feasibility of information about an accelerated program at the Muhammadiyah Sapen elementary school Yogyakarta, to describes empirically as well evaluating the implementation of an accelerated program about. This research can be categorized as an evaluative research with a qualitative approach.Data were collected through interviews, observation and studying documents, then analyzed inductively and constantly through categorization, classification, and reduction. The subjects were the school principals, chief of acceleration program, teachers, parents and participants of the acceleration program. The results showed that the selection of program participants has not fully meet the established criteria. Each student must pass four selections; the selection of objective data, subjective assessment, health requirements, and students readiness and parents support. The four aspects has not been done properly, particularly aspects of objective data assessment. Selection of teachers has not been conducted based on the criteria. Teachers are still determined by the principal and teaching experience is ignored. For the curriculum, funding and infrastructure already fulfill the criteria.Keywords: evaluation, accelerated learning program, elementary school

PROFIL BERPIKIR KREATIF SISWA KELAS AKSELERASI DALAM MEMECAHKAN MASALAH MATEMATIKA TERBUKA

The background of the research is the needs of human resources that are able to think creatively in order to utilize and develop science and technology. One of the ways to overcome it is to optimize the improvement of students’ ability to think creatively in accelerated classes. Accelerated classes are accelerated learning program. Thus, the need of creative human resources can be immediately fulfilled. The aim of the research are to determine the students’ creativity and describe the process of students’ creative thinking in solving open mathematical problem. Creative thinking process is traced by referring to the stage of creative thinking by Wallas, namely preparation, incubation, illumination, and verification. This research is qualitative- descriptive. The research instruments used in the research were a problem-solving task sheet and in-depth interviews. The subjects in this research were students in accelerated classes in Jambi. Analysis of data used data analysis according to Miles and Huberman which consists of data reduction, exposure data and drawing conclusions. The results show that there are 8% of creative students from 25 students in accelerated class in solving open mathematical problems. Then 72% are less creative and 20% are not creative. In solving open mathematical problems, creative and less creative students pass through the four stages of creative thinking process by Wallas. Students who are not creative only pass through the three stages of creative thinking process which are preparation, incubation, and illumination.

Editors' Notes

Editors' Notes

Start With The End In Mind: Experiences Of Accelerated Course Completion By Pre-Service Teachers And Educators

In response to changes government funding and policies over the past five years, the Australian tertiary sector has entered an increasingly competitive climate. This has forced many universities to become more strategic in attracting increased numbers of PSTs. Providing accelerated learning opportunities for PSTs is viewed as one way to gain greater market share. Accelerated learning programs are one of the fastest growing transformations in Australian higher education over the past five years. There is limited research that investigates the effectiveness of accelerated programs and the ways in which PSTs experience them. This preliminary study investigates the experiences of pre-service teachers and educators, via a purpose built instrument, of an accelerated learning program in Australia. The study found that PSTs were strongly motivated by such factors as early course completion and greater study plan flexibility. This study contributes to the emerging field of accelerated learning design in the tertiary sector.

Blending at Small Colleges: Challenges and Solutions

The implementation of blended accelerated learning programs or courses requires a systematic approach, not just the addition of new technologies. Small colleges face challenges when they move toward blended learning because of already-constrained resources. In this article, we will survey issues faced by small colleges in moving to blended learning, document a case on how a small private college (student enrollment less than 3,000) implemented a blended accelerated learning program, and recommendations for small colleges looking to move toward a similar direction.