Relevant bibliographies by topics / And learners' academic outcomes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'And learners' academic outcomes'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "And learners' academic outcomes"

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Rokhaniyah, Hesti, and Oddy Virgantara Putra. "DEVELOPING WEB-BASED ONLINE TEST SYSTEM TO BOOST IELTS ACADEMIC READING SCORE." English Review: Journal of English Education 9, no. 2 (2021): 235–44. http://dx.doi.org/10.25134/erjee.v9i2.4348.

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Abstract: Web technology provides rich resources for both educators and learners in English teaching and learning process. In this context, the study aims at developing web-based online test for IELTS academic reading test on the users need for learners and educator of Universitas Darussalam Gontor. Addressing the issue of online test developing, this study utilized Alessi and Trollip instructional system design model. The formative evaluation and the increase in the average score at the pre-test and post-test of the learning motivation included alpha testing validated by two material and medi
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Nithya, Radhakrishnan, Karthikeyan Sathasivam, and Muthiah Ramanathan. "Uncovering the relationship between learning trends and graduation outcome: A retrospective approach." Journal of Engineering Education Transformations 37, IS2 (2024): 893–900. http://dx.doi.org/10.16920/jeet/2024/v37is2/24137.

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This study delves deeply into the complex interplay between distinct learner categories and their impact on performance trends and graduation outcomes within the pharmaceutical sciences domain. A cohort of 60 Bachelor of Pharmacy students was analyzed across different learner categories—slow, average, advanced, and non-performers. Methodologically, students' learning capacities were assessed, and tailored support measures were implemented. Graduation outcomes were measured based on industry placements, competitive exam success, and higher studies pursuit. Statistical analysis, including Chi-Sq
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Owens, Catherine. "Blended Learning Outcomes in Academic and Professional Writing." Journal of Education and Vocational Research 6, no. 3 (2015): 46–56. http://dx.doi.org/10.22610/jevr.v6i3.200.

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Much has been written about the potential of online learning. Advantages discussed in the literature include practical considerations such as career preparation, convenience, and savings in time and money, the ethical benefit of open access and the environmental one of reduced paper and printing; learning benefits such as improved creativity and support for a more learner centered environment, learner autonomy, and the establishment of standards. This study documents the learning outcomes of 28 undergraduate students studying Professional and Academic Writing in a blended learning environment.
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Aphrodis, Nyandwi, and Hesbon Opiyo Andala PhD. "SCHOOL CULTURAL PRACTICES AND LEARNERS ACADEMIC ACHIEVEMENT, IN PUBLIC PRIMARY SCHOOLS IN RWANDA: A CASE OF GASABO DISTRICT." International Journal of Advanced Research 12, no. 08 (2024): 1616–20. http://dx.doi.org/10.21474/ijar01/19409.

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This study investigates the impact of positive cultural practices in schools on the academic performance of learners in public primary schools in Gasabo District, Rwanda. It focuses on three key objectives: identifying the cultural practices upheld by school leaders, assessing the correlation between these practices and learners academic outcomes, and determining the overall influence of these practices on academic achievement. The research adopts both descriptive and correlational research designs, with data collected from a sample of 168 respondents through questionnaires and interviews. The
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Shahid, Muhammad Ahmad, Muhammad Safyan, and Abdullah Mustafa. "Machine Learning based Emotion Recognition using Facial Action Units over Edge-based Academic Infrastructure." Asian Bulletin of Big Data Management 5, no. 1 (2025): 15–29. https://doi.org/10.62019/abbdm.v5i1.286.

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Edge-based applications are envisaged to have a paramount impact on the academic landscape. One of the key aspects of academic activities is to keep the learners engaged. The pertinent engagement activities require constant analysis of the learner’s emotions and expressions. Both aspects of comprehending the learner’s engagement greatly rely on facial coding/recognition systems. Facial recognition widely depends upon the component analysis of facial action units which are structured sets of semantic features. This research proposes a lightweight machine learning-based framework for edge-driven
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Vigor, Rolando S. "Learner Engagement, Learning Adversities and Academic Achievements of Learners with Disabilities as Perceived by Teachers: A Mediating Analysis." Asian Journal of Education and Social Studies 51, no. 6 (2025): 275–92. https://doi.org/10.9734/ajess/2025/v51i61992.

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Low academic achievement among learners with disabilities is a global problem. This study aims to determine the mediating effects of learner engagement on the correlation between learning adversities and the academic achievements of learners with disabilities. Using the descriptive correlation design with the application of mediation analysis, the data were obtained from 240 respondents who were selected through stratified sampling. Results revealed that learners’ engagement fully mediated the correlation between learning adversities and the academic achievements of learners with disabilities.
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Mugala, Lameck, and Rachel Mabuku Kabeta. "Head Teacher’s Motivational Strategies for Teachers and Their Effect on Learners’ Academic Performance in Public Secondary Schools in Ndola District, Zambia." European Modern Studies Journal 7, no. 5 (2023): 1–12. http://dx.doi.org/10.59573/emsj.7(5).2023.1.

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The academic performance of the learners in public secondary schools in Ndola district has been a major source of concern for the past four years (2016-2019), a few schools in the district have performed well while majority have performed poorly culminating into low academic performance in the district. One of the roles of the head teacher is to promote academic achievement of the learners and one of the ways the head teacher can do this is by motivating the teachers. Motivated teachers are essential for creating a conducive learning environment and facilitating improved learner outcomes. This
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Heller, Monica L., and Jerrell C. Cassady. "Predicting Community College and University Student Success." Journal of College Student Retention: Research, Theory & Practice 18, no. 4 (2016): 431–56. http://dx.doi.org/10.1177/1521025115611130.

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The current study explored the differential influences that behavioral learning strategies (i.e., cognitive–metacognitive, resource management), motivational profiles, and academic anxiety appraisals have on college-level learners in two unique learning contexts. Using multivariate analysis of variance and discriminant analysis, the study first compared these variables across learners from a community college and traditional 4-year university located within the same regional area. The study also employed a series of multiple regression analyses to investigate the influence of these variables i
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Pansacala, Roma Mae. "Influence of Parental Presence and Learners' Behavior on Their Academic Performance." World Journal on Education and Humanities Research, no. 3 (October 18, 2024): 212–23. https://doi.org/10.22048/wjher.4.3.

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This study assessed the influence of parental presence on the behavior of Grade 3 learners, utilizing a descriptive-correlational research design. The study examined the relationship between parental involvement in school activities and the learners' behavior, with data collected from 38 parents and one teacher through survey questionnaires. Descriptive statistics were used to summarize the learners' profiles, while Pearson’s correlation coefficient was employed to explore the relationship between parental presence and learner behavior. The findings revealed a significant moderate positi
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Mokoena, Nelly. "Exploring teachers' experiences in teaching learners with Dissociative identity disorder at rural schools in the Amajuba district KwaZulu-Natal." International Journal of Studies in Inclusive Education 1, no. 1 (2024): 32–39. http://dx.doi.org/10.38140/ijsie.v1i1.1277.

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This study aims to investigate how Dissociative Identity Disorder (DID) affects learners’ academic achievements, engagements, and overall school experience. The objectives were to identify the prevalence of DID among learners in rural KwaZulu-Natal schools, examine the impact of DID on their academic performance, and explore interventions that could support affected learners. The study gained qualitative insight from interviews and focus groups involving learners, teachers, and psychologists. This comprehensive method facilitated a nuanced understanding of DID's effects on learning and academi
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Dissertations / Theses on the topic "And learners' academic outcomes"

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Pham, Sofia. "Indirect Effects of Teacher Support on Emotional and Academic Outcomes for English Language Learners." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/401574.

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School Psychology<br>Ph.D.<br>This study investigated the relationship between teacher support, internalizing symptoms, and academic achievement in a sample of English Language Learners (ELLs) and non-English Language Learners (non-ELLs). Participants were middle school students from a culturally and linguistically diverse suburban school district. Linear regressions were used to examine mediation, moderation, and moderated-mediation models of teacher support on internalizing symptoms and academic achievement. The results showed that increased teacher support was related to higher classroom gr
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Anderson, Baaska. "Predictive Relationships among Learner Characteristics, Academic Involvement, and Doctoral Education Outcomes." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc103286/.

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The literature identifies multiple factors pertinent to learner characteristics and learning experiences that may promote doctoral education outcomes, and yet little quantitative research has examined relationships between those factors deemed important in the effectiveness of doctoral education. This study sought to examine predictive relationships among doctoral students’ learner characteristics, their involvement in mentorship and intellectual community, and doctoral education outcomes. Using Astin’s theory of involvement and the literature on signature pedagogies in doctoral education as c
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Adderley, Zhivago Trevino. "Predicting Academic Outcomes for Third Grade Students: Examining the Reading Achievement of Diverse Students Using the Diagnostic Lens of the Dynamic Indicators of Basic Early Literacy Skills." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4624.

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Despite the billions of dollars spent in the last forty years, America's efforts toward closing the achievement gaps among diverse learners and their receptive counterparts have not been realized. Limitations noted in previous research discussed the need to examine the unique contributions of diverse learner variables as a way of determining their specific academic needs. The purpose of this study was to examine the intra- and inter-group growth trajectories of two diverse student groups (English Language Learners and Students with Specific Learning Disabilities) on reading achievement. The s
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Fraser, Susan Margaret. "‘Different courses, different outcomes?’ : a comparative study of communicative competence in English language learners following ‘academic’ and ‘international understanding’ courses at high schools in Japan." Thesis, Durham University, 2010. http://etheses.dur.ac.uk/294/.

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In Japan, where the traditional focus of English teaching has been on knowledge of a foreign language as a system, increasing emphasis is now being placed on the ability to communicate internationally. Achieving competence in a foreign language may be the result of many factors including teaching methodology, instructional materials and personal motivation. This thesis examines how much communicative ability depends on classroom input, and how important other factors are in achieving success in written and spoken English. Two different English courses currently offered in Japanese high schools
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Magana, Nelson. "A Phenomenological Exploration of the Non-Academic Factors that Cuban Female Non-Native English Speakers Perceived to have been Principal Influences on their Successful Attainment of a Baccalaureate Degree in the U.S." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3686.

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Cubans arrive in the U.S. with more formal education than other Latino immigrants, and they arrive to communities with long standing networks of support. Though their baccalaureate degree attainment is better than their non-Cuban Latina counterparts, Cuban women still lag behind White, non-Latina women. The qualitative study aims to explore the principal influences and non-academic factors that 15 adult Cuban non-native English-speaking women in South Florida attribute to the successful attainment of their baccalaureate degree. There are many differences among the various immigrant Latino comm
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Mason, Russell D. "Improving outcomes for adult learners." Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/95505/1/Russell_Mason_Thesis.pdf.

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This thesis investigates the range of experiences and circumstances that shape educational outcomes for adult learners. The study uses descriptive meta-synthesis to examine the complex interaction of psychological, socio-demographic and environmental influences that shape the attitudes and experiences of adult learners as they re-engage and persist through their tertiary education. The importance of conducting the synthesis lies in the possible benefits of applying the findings of the study to better support adult learners as they persist and succeed in their educational pursuits.
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Sacks, Casey K. "Academic and Disciplinary Outcomes Following Adjudication of Academic Dishonesty." Bowling Green State University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1206386966.

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Duchaine, Ellen L. "Effect of Response Cards on Academic Outcomes." Digital Archive @ GSU, 2011. http://digitalarchive.gsu.edu/epse_diss/75.

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ABSTRACT EFFECT OF RESPONSE CARDS ON ACADEMIC OUTCOMES FOR HIGH SCHOOL STUDENTS WITHOUT DISABILITIES AND HIGH SCHOOL STUDENTS WITH DISABILITIES WHO EXHIBIT CHALLENGING BEHAVIORS by Ellen L. Duchaine Response cards (RC) support effective teaching strategies such as maintaining a brisk pace of instruction, increased opportunities to respond, immediate and frequent corrective feedback, and high rates of behavior specific praise statements; all of which have been effective in increasing student engagement for students with and without emotional and behavioral disorders (E/BD) (Emmer & Stough, 2001
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Phung, John Tri. "Academic Outcomes of a Precollege Intervention Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2753.

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The No Child Left Behind Act of 2001 demanded that public schools demonstrate adequate yearly progress by increasing student educational achievements. In 2014, the local high school at this study enrolled 62.7% socioeconomically disadvantaged students and implemented a precollege intervention program; however, little is known about its efficacy due to a lack of a formal evaluation, prohibiting an informed approach to continual improvement. The purpose of this program evaluation was to determine if program participation resulted in the higher academic outcomes. Guided by the theory of change, t
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Mansour, Marianne. "The role of school, home, and community Arts participation in students’ academic and non-academic outcomes." Thesis, The University of Sydney, 2013. http://hdl.handle.net/2123/11680.

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Guided by theories of positive youth development, extracurricular activity, and recent academic engagement frameworks, it is proposed that the Arts represent a form of activity and learning with the potential to enhance students’ academic and non-academic well-being. The Arts are embedded within the school curriculum and feature as a common domain of out-of-school extracurricular activity. The Arts are therefore a dominant presence in children’s and adolescents’ lives yet this area of curriculum has traditionally faced numerous research and educational challenges. Accordingly, this investigat
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Books on the topic "And learners' academic outcomes"

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M, Kennedy Mary, ed. Teaching academic subjects to diverse learners. Teachers College Press, 1991.

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A, Korb Roslyn, ed. Women, education, and outcomes. National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1996.

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Inge, Ellefson, Albera. Educational Quality Indicators Initiative., Alberta Alberta Education, and Brooks School District No. 2092., eds. Academic outcomes and behavior: Identifying quality indicators. Alberta Education, 1993.

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Alexander, Joanne M. Focusing on student academic outcomes: A working paper. University of Michigan, 1986.

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Educational Resources Information Center (U.S.), ed. The CTE/academic balance and three secondary outcomes. National Dissemination Center for Career and Technical Education, the Ohio State University, 2002.

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Hoachlander, E. Gareth. Community college students: Goals, academic preparation, and outcomes. National Center for Education Statistics, U.S. Dept. of Education, Institute of Education Sciences, 2003.

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MacGregor, Alexander P. Ten years of classicists: Dissertations & outcomes 1988-1997. Bolchazy-Carducci Publishers, 1998.

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Li, Shuai, and Peter Swanson. Engaging language learners through technology integration: Theory, applications and outcomes. Information Science Reference, 2014.

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1945-, Gibson Chère Campbell, ed. Distance learners in higher education: Institutional responses for quality outcomes. Atwood Pub., 1998.

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Westover, Jonathan H. Academic service-learning across disciplines: Models, outcomes, and assessment. Common Ground Pub., 2011.

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Book chapters on the topic "And learners' academic outcomes"

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Richards-Tutor, Catherine, and Emily J. Solari. "Evidence-Based, Culturally Responsive Interventions to Improve Academic Outcomes for English Learners With Reading Difficulties." In Handbook of Special Education Research, Volume II. Routledge, 2022. http://dx.doi.org/10.4324/9781003156888-13.

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DeVries, Jeffrey M., Carsten Szardenings, Philipp Doebler, and Markus Gebhardt. "Addressing Environmental and Individual Factors in Early Secondary School: The Roles of Instruction Techniques and Self-Perception." In Methodology of Educational Measurement and Assessment. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-27007-9_6.

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AbstractRisk factors for poor academic performance include variables such as lower socio-economic status, migrant status, and the presence of special education needs. These risk factors can be mediated by the self-concept of the learner, instructional techniques, and classroom size. Due to the diverse nature of these factors, a comprehensive approach is needed to examine their role. This chapter reports on two NEPS (National Education Panel Study) analyses that examined teaching styles (N = 1072 students in math classes and N = 794 in reading classes) and the mediating role of self-concept and
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Antia, Shirin D. "Enhancing Academic and Social Outcomes." In Educating Deaf Learners. Oxford University Press, 2015. http://dx.doi.org/10.1093/acprof:oso/9780190215194.003.0023.

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Weir, Joan, and Hannah M. Dostal. "Increasing Outcomes." In Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-5839-6.ch004.

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The ability to write clearly and effectively is an important communication skill that is necessary for school and employment, as it is often the best way to disseminate information and ideas. Both unrecorded sign and speech are ephemeral, but writing allows the author to share an experience or idea long after an event or thought has occurred. Developing writing skills will support Deaf and hard of hearing students (DHH) and Deaf students with additional disability labels in becoming more effective communicators, and will increase their academic and reading success.
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Ng, Eng Hui, Kah Heng Loh, and Poh Ling Tan. "Investigating the Relationship Between Self-Efficacy and Academic Outcome in Mathematics." In Advances in Higher Education and Professional Development. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6445-5.ch005.

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This study mainly aims to investigate the correlation between the learners' self-efficacy and their academic outcome in term of their assessments' results based on the teacher-learners partnership's repetitive attempts online homework approach. The present study relies on a survey of 75 students who enrolled in Calculus I module at Taylor's University using a 27 item-questions survey questionnaire together with all their different types of assessments' results. The data are analyzed using Pearson's correlation coefficient to determine the association between learners' self-efficacy and their a
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Guilbault, Keri M. "Academic Acceleration." In Strategies and Considerations for Educating the Academically Gifted. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6677-3.ch005.

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The purpose of this chapter is to provide an overview of the history and research on acceleration followed by practical guidance for making informed decisions on acceleration cases and guidance on developing policies that support acceleration. The chapter begins by defining acceleration and providing a brief history of acceleration practices in the United States. Descriptions of 20 forms of acceleration are included to guide the reader as they develop an understanding of the wide variety of accelerative options that span grades Pre-K through college. A synthesis of the research related to the
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Balasaheb Babar, Sudarshan, and S. Sudhakar Reddy. "Curriculum Design and Competency Mapping for Personalized Learning in OBE." In Transforming Outcome-Based Education with Social Media Strategies and AI-Driven Digital Marketing for Personalized Learning and Institutional Growth. RADemics Research Institute, 2025. https://doi.org/10.71443/9789349552685-04.

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This chapter explores the intersection of personalized learning and Outcome-Based Education (OBE), emphasizing the integration of innovative curriculum design strategies, assessment models, and technological tools to foster learner-centric environments. The chapter delves into the conceptualization of personalized learning pathways, highlighting the importance of aligning learning outcomes with individualized competency goals and designing curricula that cater to diverse learner needs. Through the adoption of interest-based learning clusters, learning contracts, and student-driven goal setting
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Paul, Prantosh Kumar Kumar. "Demystifying Digital Education as a Field of Study and Indian Potentialities." In Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO). IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9472-1.ch010.

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Digital engagement is increasing day by day in every sector using various digital tools, techniques, and technologies. And teaching-learning process is not an exception to this trend. High-end technology including management techniques and principles have developed newer educational models and concerns such as e-learning, online education, education technology, virtual education, blended learning. Many universities have started digital education at bachelors, masters, doctoral levels with various focused areas and specialization related to the digital education and educational technology. The
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Burton, Sharon L. "Artificial Intelligence (AI), Disability, and Telemedicine/Telehealth." In Implementation Strategies for Improving Diversity in Organizations. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4745-8.ch007.

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Research reveals the significance of artificial intelligence's applicability for disability through telemedicine/telehealth education for advancing health care in rural, remote, and underserved locations. Improperly researched requirements, failure to include artificial intelligence (AI), and skewed monetary knowledge are derailing components for academic programs in the United States. Artificial intelligence is a key component to pinpoint inadequacies and drive them out of telemedicine/telehealth educational clinical processes and, as an outcome, help diminish costs and enhance outcomes for l
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Rai, Monkia, and Navdeep Kaur. "Study Delivery Mechanism and Preparation." In Design and Implementation of Higher Education Learners' Learning Outcomes (HELLO). IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9472-1.ch002.

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In higher educational institutions, the development of study delivery mechanism and preparation is regarded as one of the major aspects that would promote student learning and help in the achievement of academic goals and objectives. The educators need to focus upon bringing about development and preparation in the teaching-learning materials. They need to promote modern and innovative methods to enrich the system of education. The advancements in teaching-learning materials are brought about on the basis of number of aspects. When these are introduced, the educators need to ensure that they p
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Conference papers on the topic "And learners' academic outcomes"

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Rai, Sapna, Dr Sunil Sikka, and Dr Anil Kumar. "Mapping Learning Outcomes to Academic Success: A Novel Dataset for Evaluating Students' Academic Performance." In First International Conference on Computer, Computation and Communication (IC3C-2025). River Publishers, 2025. https://doi.org/10.13052/rp-9788743808268a058.

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Roberson, Nathan. "LINKING 21ST CENTURY COMPETENCIES TO ACADEMIC OUTCOMES IN PORTUGAL." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.0927.

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Faxriyeva, Dilorom. "IMPROVING LEARNER AUTONOMY VIA ONLINE TASKS FOR B1 LEARNERS." In Proceedings of MMIT’23 International Conference 25 May 2023y. Tashkent International University of Education, 2023. http://dx.doi.org/10.61587/mmit.uz.vi.22.

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The current article investigates the urgency, actuality and assessing the effect of online learning activities on the academic achievements of students who took part in a blended learning program, with a particular emphasis on skill-based courses. Typically, a student's learning outcomes are evaluated based on their attained scores, knowledge, or skills throughout the course. In blended learning programs, the learning outcomes can be evaluated based on various criteria. The study focuses on interactive activities, such as teacher-student interactions, that were used to evaluate the learning ou
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Ren, Sirui. "Adult vs. Traditional Learners: Motivational Profiles and Academic Outcomes." In AERA 2024. AERA, 2024. http://dx.doi.org/10.3102/ip.24.2109507.

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Ren, Sirui. "Adult vs. Traditional Learners: Motivational Profiles and Academic Outcomes." In 2024 AERA Annual Meeting. AERA, 2024. http://dx.doi.org/10.3102/2109507.

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Portes, Pedro. "Pedagogical Intervention Impacts on Emergent Bilingual Learners' Academic Outcomes in Elementary School." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1577867.

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He, Bizhu. "Family Involvement, School Support, and English Learners' Academic and Socio-Emotional Outcomes." In 2021 AERA Annual Meeting. AERA, 2021. http://dx.doi.org/10.3102/1681185.

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Hegazy, Gehad M., Maryem G. Ali, Bassel A. Abdeltawab, and Mena G. Ali. "Lack of Integration Between Academia and the Industry: How to Upscale Experience Through Innovative Guidelines Involving Research Outcomes." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216092-ms.

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Abstract The research aim is to propose an innovative strategy that intends to crosslink different level-experience engineers and to inspect why there is a lack of integrity between industry and academia. The target groups involved undergraduate, graduate, senior, and professional petroleum engineering levels. With the help of a survey that involved participants from five different levels of experience, we identified an efficient and cost-effective process that could link academia and the industry. In the current academic learning styles, vast theoretical concepts are being focused on. It is e
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Shih, Hui-Ru, Wei Zheng, Pao-Chiang Yuan, and Richterica Tukiya Ford. "Development of Self Regulation Skills and Academic Self-Efficacy Beliefs." In ASME 2015 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/imece2015-50343.

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In engineering and technology education, increasing concerns about student retention have led educators to pursue possible explanations for students’ academic successes and failures. Educators need to maintain students’ learning interest and motivation and increase their self-efficacy and learning persistence. Self-Regulated Learning (SRL) is a specific form of learning. “Self-regulated” describes a process of taking control of and evaluating one’s own learning and behavior. SRL is guided by meta-cognition, strategic action, and motivation to learn. With SRL, students can evaluate their study
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Bari, Ayush, and Insha Mirza. "Role of Satisfaction, Engagement, Distractions, and Motivation in Online Learning Outcomes." In Transforming Knowledge: A Multidisciplinary Research on Integrative Learning Across Disciplines. The Bhopal School of Social Sciences, 2025. https://doi.org/10.51767/ic250408.

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This study focuses on the interplay of factors involving student satisfaction, engagement, distractions, motivation, and academic outcomes in learning through an online platform. The increasing addition of educational institutions and users to the online platform necessitates understanding the drivers that make online learning effective. This project aims to highlight how these factors relate to one another and impact the academic outcomes of students, allowing insights to inform teaching or governmental decision-making in this area of online education. The research design is mixed method. Ass
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Reports on the topic "And learners' academic outcomes"

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Novicoff, Sarah, Sean F. Reardon, and Rucker C. Johnson. California’s English learners and their long-term learning outcomes. Learning Policy Institute, 2024. http://dx.doi.org/10.54300/636.224.

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As a first step, we provide a descriptive analysis of trends in key outcomes across successive cohorts of California ELs. This work is descriptive and is not meant to identify the specific impacts of any individual policies, but rather is intended to help policymakers understand generally how ELs fared between fall 2006 and spring 2019. Using population student-level longitudinal data obtained from the California Department of Education, we track outcomes for 12 successive cohorts of students who entered as ELs from kindergarten through their entire trajectory in California schools over 13 sch
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and ac
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.

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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional developm
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Armas, Elvira, and Magaly Lavadenz. The Observation Protocol for Academic Literacies (OPAL); A Tool for Supporting Teachers of English Language Learners. CEEL, 2011. http://dx.doi.org/10.15365/ceel.article.2011.1.

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Schools and school systems are experiencing an instructional support gap that results in limited opportunities for educators to analyze, reflect on and improve research-based practices for ELLs so that outcomes for culturally and linguistically diverse students can change. To address this need, an inter-disciplinary research team from the Center for Equity for English Learners, comprised of educational leaders, teachers, researchers, and content experts developed a classroom observational instrument—the Observation Protocol for Academic Literacies (OPAL). The OPAL is intended for teachers, edu
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Bairstow, Alexander, and Thomas Broom. Hepp Multiple Intervention Programme Pilot Year – Impact and Learning. Sheffield Hallam University, 2024. http://dx.doi.org/10.7190/steer/hepp_mip.

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In 2022/23 Higher Education Progression Partnership (Hepp) piloted a multiple intervention programme (MIP) for learners in Years 8 to 10. Three interventions were delivered, aiming to provide participants with the knowledge, skills, and confidence to make informed decisions about progression to higher education. Evidence suggests that such sustained interventions are more impactful on increasing HE access, as well as enabling Hepp to conduct more robust evaluation. As a pilot study, we were aiming to test any measurable change in outcomes. We aimed for a wide variation in programme configurati
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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna, and Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with li
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Fonseca, Jodie, Laiba Bahrawar, Margaret M. Dubeck, Yasmin Sitabkhan, Christopher Cummiskey, and Devanshi Unadkat. Girls Have Academic Advantages and So Do Boys: A Multicountry Analysis of Gender Differences in Early Grade Reading and Mathematics Outcomes. RTI Press, 2023. http://dx.doi.org/10.3768/rtipress.2023.rr.0049.2305.

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This paper contains a new analysis of gender differences in early grade reading and mathematics outcomes in 19 USAID-funded studies over the past decade from 14 locations in Africa, Asia, Latin America, and the Middle East. The paper addresses gaps in the literature related to learning patterns for girls and boys in lower- and middle-income countries and in early primary school. We analyzed the results from reading and mathematics assessments in grades 2 and 3, including differences in oral reading fluency (ORF) and quantitative comparison scores between boys and girls, as well as differences
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Armas, Elvira, Magaly Lavadenz, and Laurie Olsen. Falling Short on The Promise to English Learners: A Report on Year One LCAPs. Center for Equity for English Learners, 2015. http://dx.doi.org/10.15365/ceel.lcap2015.2.

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California’s Local Control Funding Formula was signed into law in California in 2013 and allowed districts the flexibility to meet their student needs in locally appropriate manners. One year after its implementation, a panel of 26 reviewers, including educators, English Learner (EL) advocates, and legal services staff reviewed the Local Control and Accountability Plans (LCAPs) to understand how districts employ this flexibility to address the needs of ELs. The report uses the English Learner Research-Aligned LCAP Rubrics with 10 focus areas, and reviews sample LCAPs from 29 districts, includi
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Schlinger, Melissa, Karen VanAusdal, Kimberly Anne Schonert-Reichl, Hyeri Mel Yang, and Sonia Suarez Enciso. How Do Disruptive Innovators Prepare Todays Students To Be Tomorrows Workforce?: Collaborative for Academic, Social, and Emotional Learning (CASEL). Inter-American Development Bank, 2025. https://doi.org/10.18235/0013444.

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Now more than ever, the overall health and well-being of students and educators alike become a global priority for health-care professionals, educators, and families. Socialemotional learning (SEL) competencies are critical for success in college, career, and life. To truly transform our schools and create more equitable outcomes for all students and more satisfying experiences for adults, schools should consider a systemic approach to SEL. This brief introduces the Collaborative for Academic, Social, and Emotional Learning (CASEL) and its work on systemic SEL. The systemic SEL approach emphas
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Opare-Kumi, Jennifer. Foundational Learning and Mental Health: Empirical Evidence from Botswana. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/133.

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A considerable proportion of mental health problems surface in early childhood and adolescent years, with early onset mental health problems having the potential to affect the long-term development of young people. Research shows that positive teaching and learning school climates are associated with positive socio-emotional, behavioural, and academic student outcomes. The pedagogical intervention Teaching at the Right Level (TaRL) creates an enabling learning environments through fun and engaging, targeted instruction—proven to improve foundational numeracy and literacy outcomes of young peop
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