Remedial Learning Research Articles

A study on the development of remedial teaching and learning materials in the primary English education

A study on the development of remedial teaching and learning materials in the primary English education

Web-Based Two-Tier Diagnostic Test and Remedial Learning Experiment

Offering a series of diagnosis and individual remedial learning activities for a general class by means of web and multimedia technology can overcome the dilemma of conventional diagnosis and remedial instruction. The study proposes a three-layer conceptual framework and adopts a two-tier diagnostic test theory to develop a web-based two-tier diagnostic test and remedial learning management system called “the Dr. System.” The study also designs the two-tier diagnostic test items of electro-magnetic concepts and the related multimedia remedial learning materials based on the theory of modular course for the purpose of investigating the remedial learning effects. In addition, the study helps the participants eliminate their misconception through a quasi-experiment at an elementary school in a metropolitan area of northern Taiwan. The results show that the learners of the experimental group who received the treatment under the Dr. System performed significantly better than those who took the traditional remedial class. The study also indicates that the web-based two-tier diagnostic test helps us understand learners’ misconceptions. As a result, it also provides learners useful remedial multimedia materials, which are necessary for them to eliminate their individual misconceptions in the remedial learning process.

The meaningfulness and appropriateness of using human patient simulation manikins as a teaching and learning strategy in undergraduate nursing education: a systematic review.

Review question/objective Objective The aim of this review is to identify the best available evidence on the meaningfulness and appropriateness of integrating human patient simulation manikins (HPSMs) into undergraduate nursing education. Review Questions This review will systematically examine the evidence to answer the following questions: 1. What are the perspectives and experiences of students and academics on the appropriateness and meaningfulness of the use of HPSMs in undergraduate nursing education? 2. What teaching and learning practices with HPSM are considered appropriate and meaningful by students and academics? Inclusion criteria Types of participants The review will consider studies that include undergraduate nursing students and academics who are involved in undergraduate education. Studies that consider other allied health care professionals will be excluded unless data for undergraduate nursing students are included and analysed separately. Types of intervention(s)/phenomena of interest The review will consider as phenomena of interest the experiences, values, opinions, beliefs and interpretations of undergraduate nursing students and academics using HPSM for teaching and learning purposes.

The risk for impaired learning-related abilities in childhood and educational attainment among adults born near-term.

To examine whether near-term births (NTB) and small-for-gestational-age (SGA) infants are at high risk for childhood learning-related problems and poor adult educational attainment, and whether poverty amplifies the adverse effects of NTB and SGA on those outcomes. A randomly selected birth cohort (n = 1,619) was followed into adulthood. IQ and learning abilities were measured in childhood and educational attainment was measured in adulthood. NTB (n = 226) and SGA (n = 154) were associated with lower educational attainment mediated through learning-related abilities at age 7. Childhood poverty moderated the impact of NTB on educational attainment both directly and mediated through lower learning-related abilities. Poverty did not moderate the effect of SGA. Poorer learning-related outcomes and educational attainment were not limited to children born very (<32 weeks) or extremely (<28 weeks) preterm, especially among those living in poverty. Targeted interventions such as remedial learning during childhood among NTB in poor families may yield higher educational attainment.

Application of automatically constructed concept map of learning to conceptual diagnosis of e-learning

The concept map proposed by Novak is a good tool to portray knowledge structure and to diagnose students’ misconception in education. However, most of the learning concept maps have to be constructed through the suggestions of experts or scholars in related realm. It is really a complicated and time-consuming knowledge acquisition process.The study proposed to apply the algorithm of Apriori for Concept Map to develop an intelligent concept diagnostic system (ICDS). It provides teachers with constructed concept maps of learners rapidly, and enables teachers to diagnose the learning barriers and misconception of learners instantly. The best Remedial-Instruction Path (RIP) can be reached through the algorithm of RIP suggested in this study. Furthermore, RIP can be designed to provide remedial learning to learners. Moreover, by using statistical method, the study analyzed 245 students’ data to investigate whether the learning performance of learners can be significantly enhanced after they have been guided by the RIP.

Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and self-efficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade self-efficacy and age jointly predicted achievement. These findings support the views that mathematics self-efficacy is among the most significant predictors of mathematics achievement; computer self-efficacy and computer playfulness are associated with courseware engagement; and self-regulation is an important component of e-learning. Implications for researchers and educators are discussed.

Diagnostic and remedial learning strategy based on conceptual graphs

Abstract Numerous scholars have applied conceptual graphs for explanatory purposes. This study devised the ‘Remedial‐Instruction Decisive path (RID path)’ algorithm for diagnosing individual student learning situation. This study focuses on conceptual graphs. According to the concepts learned by students and the weight values of relations among these concepts, this study established the remedial‐instruction paths to identify their real missing concepts. This study applies diagnostic and remedial learning strategies to two courses –‘Introduction and Implementation of RS‐232’ and ‘Electronic Circuits Laboratory’. By analysing the scores of the midterm and final exams, evaluations of remedial learning yield positive experimental results. Participants who adopt the diagnostic and remedial learning strategy have better academic performance.

Tell Me a Story: Enhancing Literacy Through the Techniques of Storytelling

Tell Me a Story: Enhancing Literacy Through the Techniques of Storytelling

Loneliness, Coherence and Companionship among Children with Learning Disorders[1

Abstract This study investigated children's perceptions of themselves and their social world when experiencing academic failure. Three groups of 7‐10‐year‐old students were examined: 94 children with learning disorders who received remedial learning in resource settings, 65 low achievers and 71 average achievers. Results demonstrated that both groups who failed in school and their teachers rated them as demonstrating higher levels of disruptive and hyperactive behaviours, reported more loneliness, less coherence, lower peer acceptance and different patterns of friendship qualities than average‐achieving peers. Examination of the subgroup demonstrated that these results were consistent through three assessments. Findings were discussed in terms of the salutogenic model and empowering intervention planning. [1] Presented in part at the SRCD meeting in Indianapolis, IN, March 1995.

THE USE OF A MULTI‐MEDIA SUPPORT FOR REMEDIAL LEARNING OF ENGLISH WITH HETEROGENEOUS GROUPS OF ‘FALSE BEGINNERS’

Abstract This paper reports on an experiment concerning the use of a multi‐media work station for remedial learning of English performed with groups of heterogeneous linguistic and cultural backgrounds at undergraduate level. We first present the approach adopted by the foreign language teaching department for the teaching of English at Namur University. We then go on to discuss the target groups selected for the experiment. The multi‐media support used for the experiment is then briefly described, followed by an account of the experimental procedure. Finally, the results are discussed in detail and the findings of the experiment are given in a brief conclusion.

Towards a critical multicultural literacy: Advancing an education for liberation

This article proposes a critical thinking approach to cultural literacy for gifted students. The premise of the article is that all students profit from a curriculum rich in reasoning within and about diverse cultural points of view on historical and contemporary reality. The article posits that increasing racial, gender and socioeconomic intolerance can only be confronted with a curriculum that affords students the opportunity to enter em‐pathetically within cultural points of view often similar or disparate from their own. The author also attempts to call attention to issues of educational equity to assure that all students, gifted or potentially gifted, do not become tracked or placed in remedial learning programs owed solely to their cultural background, gender, ethnicity, or socioeconomic class.

The Integration of University Student Learning Skills in Undergraduate Programmes

Abstract *This paper will also be published in Bowden, J. Student Learning: Research into Practice. SHE, University of Melbourne, Australia. This paper argues that student learning skills need to be developed systematically (rather than accidentally) by university teachers themselves (rather than by outside experts) and integrated into students’ academic programmes as a normal, ongoing (rather than remedial) learning activity. A case study at Griffith University is discussed in which students’ experiences confirmed the research‐based principles of student learning by ‘discovery’ and ‘through discussion’, of ‘problem‐solving’ and a ‘deep meaning approach to learning’. The study involved the integration of workshops on student learning skills and problem‐solving into a first‐year programme. Although this learning skills programme has been designed in response to students’ problems and needs at Griffith University, it can be readily translated and applied to the educational contexts of other tertiary institu...

A Diagnostic and Rehabilitation Model

This article describes a project being implemented at the University of Kentucky to facilitate rehabilitation services for learning disabled individuals capable of entering a post-secondary education/training program. The project links public school systems and the Bureau of Rehabilitation Services in the state of Kentucky, as Well as the Special Education department and the Graduate Program in Rehabilitation Counseling at the University. The objectives of the project include assisting learning disabled individuals in understanding their educational and remedial learning needs, assisting clients in making post-secondary education and career choices, and assisting in providing counseling and remedial support services. Since the project is now being implemented, no evaluation data is available at this time.

Remedial Reading and Learning Disabilities: Are They the Same or Different?

Remedial Reading and Learning Disabilities: Are They the Same or Different?

Areas of Congruence in Remedial Reading and Learning Disabilities

Areas of Congruence in Remedial Reading and Learning Disabilities

An integrated approach to the modification of classroom failure and disruption: A case study

An 11-year-old Black youth in a predominantly white middle class elementary school setting was treated for classroom disruption and failure. An integrated behavior modification and counseling approach including remedial learning with peer competition, teacher training, and supportive counseling proved successful during a 13-week, 26 session program. The concept of “therapeutic educator” was interpreted in its broadest sense, and the three components of therapeutic education were seen to function as an integral whole.