Learning Attainment Research Articles

Chapter 20: Using elaborative interrogation in classroom settings

This chapter signifies the effectiveness of using elaborative interrogation and strategies in enhancing the knowledge and comprehension attainment of learners. To make it more effective, teachers, instructors, and lecturers, as well as students, are required to apply elaborative strategies for knowledge acquisition very actively. The elaborative interrogation promotes dynamic memory activeness by allowing learners to establish previous knowledge by integrating new knowledge and information that upholds understanding and hands-on application in the original context. This can be embedded into numerous teaching and learning capacities by establishing it as a powerful tool. Additionally, this chapter recommends that this method has important value for educators, parents, school administrators, and other related educational stakeholders by providing a scholarly inspiring approach that can be implemented at primary, secondary, and tertiary levels. The continuous usage of elaborative interrogation in the classroom nurtures active educational practices and promotes positive learning outcomes across wide learner groups and subjects. Subsequently, it is a highly recommended strategy to enhance classroom practices and achieve effective learning results in an extensive range of educational settings.

The effect of a flipped learning strategy based on interactive media on achievement and integration in learning among second-grade students in the middle school in Social Studies and Citizenship course in Qurayyat Governorate, Saudi Arabia.

The current research aims to study the impact of interactive media-based flipped learning strategy on achievement and integration into learning among middle-grade students in the Course of Social Studies and Citizenship in Al-Qurayat Governorate, Saudi Arabia. To achieve the research objectives, the semi-experimental approach was used to suit the nature of the research, The sample consisted of 40 middle-grade students selected randomly at Majd al-Uloom School in the Village region of Saudi Arabia, divided equally into two groups, the experimental group of 20 students who studied using flipped learning strategy and the control group, numbering (20) students who studied in the usual traditional way and applied research during the first semester of the 2021/2022 academic year. The research tools were an educational test and a measurement of learning integration. The results showed that the flipped learning strategy demonstrated the positive and effectiveness of its application to raise the level of educational attainment of learners, increase their learning integration and show that there is a positive relationship between attainment and learning integration. The research recommended that specialists in the Saudi Ministry of Education build educational programs by using the flipped learning strategy, and the need to prepare an applied guide for teachers to help them, how to prepare and implement lessons using the interactive media-based flipped learning strategy.

E-learning via Social network: between media education and academic achievement

Social networks are considered as one of the most important means of promoting, the media education, concerning the improvement of the academic attainment of learners, since it is essential for judging the future achievements of learners. Our intervention aims to know the role of the social media in the academic learning through considering it as an mainstay for media education like the availability of information with less effort and during a shorter time, exchanging ideas and discussing them with specialized persons, and the availability of electronic books which help the learner when he faces documentation problems during his traditional academic attainment, all this in one hand. On the other hand is considered destructive element of the media education, the researchers have proved that the over-use of these social networks can have negative effects on the academic attainment and producing, such as sleeping while studying and revising, to be absent-minded and other educational problems.

Learning analytics for IoE based educational model using deep learning techniques: architecture, challenges and applications

The new generation teaching-learning pedagogy has created a complete paradigm shift wherein the teaching is no longer confined to giving the content knowledge, rather it fosters the “how, when and why” of applying this knowledge in real world scenarios. By exploiting the advantages of deep learning technology, this pedagogy can be further fine-tuned to develop a repertoire of teaching strategies. This paper presents a secured and agile architecture of an Internet of Everything (IoE) based Educational Model and a Learning Analytics System (LAS) model using the concept of deep learning which can be used to gauge the degree of learning, retention and achievements of the learners and suggests improvements and corrective measures. The paper also puts forward the advantages, applications and challenges of using deep learning techniques for gaining insights from the data generated from the IoE devices within the educational domain for creating such learning analytics systems. Finally a feature wise comparison is provided between the proposed Learning Analytics (LA) based approach and conventional teaching-learning approach in terms of performance parameters like cognition, attention, retention and attainment of learners.

A critical period for second language acquisition: Evidence from 2/3 million English speakers

Children learn language more easily than adults, though when and why this ability declines have been obscure for both empirical reasons (underpowered studies) and conceptual reasons (measuring the ultimate attainment of learners who started at different ages cannot by itself reveal changes in underlying learning ability). We address both limitations with a dataset of unprecedented size (669,498 native and non-native English speakers) and a computational model that estimates the trajectory of underlying learning ability by disentangling current age, age at first exposure, and years of experience. This allows us to provide the first direct estimate of how grammar-learning ability changes with age, finding that it is preserved almost to the crux of adulthood (17.4 years old) and then declines steadily. This finding held not only for “difficult” syntactic phenomena but also for “easy” syntactic phenomena that are normally mastered early in acquisition. The results support the existence of a sharply-defined critical period for language acquisition, but the age of offset is much later than previously speculated. The size of the dataset also provides novel insight into several other outstanding questions in language acquisition.

Typologies of underperforming schools: evidence from the Western Cape Province of South Africa

The research examines underperforming secondary schools in the Western Cape Province of South Africa. Using a representative sample of underperforming schools, the researchers collected data from principals, teachers, school management teams (SMTs), learners and school governing bodies (SGB). The research findings indicate that underperforming secondary schools are not a homogenous group since they can be divided into three distinct categories. These three typologies of underperforming secondary schools are discussed in detail in this paper. Schools are divided into these typologies on the basis of a selected number of school level and out of school factors. Researchers argue that academic performance is primarily linked to the collaborated efforts of teachers, principals, parents and learners. The central role played by leadership and management in education outcomes cannot be overstated in this regard. There is also consensus that that the wider social and economic environment have a profound effect on the educational attainment of learners.

The role of school and individual differences in the academic attainment of learners with special educational needs and disabilities: a multi-level analysis

Students with special educational needs and disabilities (SEND) are at a greatly increased risk of poor academic outcomes. Understanding the factors that influence their attainment is a crucial first step towards developing more effective provision. In the current study we present a multi-level, natural variation analysis which highlights important determinants at school and individual levels in two core academic subjects (English and Maths) using a nationally representative sample of over 15,000 students with SEND attending more than 400 schools across England. We found that at the school level, inclusivity, attainment, free school meal (FSM) eligibility, behaviour (in primary schools) and linguistic diversity (secondary schools), and at the student level, age, sex, FSM eligibility, SEND provision, SEND primary need, attendance, behaviour and positive relationships each contributed to the distribution of academic attainment. Implications of these findings are discussed and study limitations are noted.

External tutors and academic departments: supporting distance learners on a teaching certificate course

Offering tutor support to adult learners at the local level has been regarded as a positive recruitment feature of a postgraduate certificate in medical education delivered by distance learning. This paper reports on the efforts of the academic department in question to compare the expectations and perceptions of tutoring practice of key stakeholders. A multifaceted methodology revealed variations in the views of students, external tutors and central academic department of their mutual roles and responsibilities in support relationships. Analysis of these variations assisted a clearer interpretation of ongoing concerns about the persistence, understanding, reflection and attainment of learners, and directly informed developments in the course and its tutoring arrangements.