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Journal articles on the topic 'Struggling learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Warburton, Karen M., Eric Goren, and C. Jessica Dine. "Comprehensive Assessment of Struggling Learners Referred to a Graduate Medical Education Remediation Program." Journal of Graduate Medical Education 9, no. 6 (2017): 763–67. http://dx.doi.org/10.4300/jgme-d-17-00175.1.

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ABSTRACT Background Implementation of the Next Accreditation System has provided a standardized framework for identifying learners not meeting milestones, but there is as yet no corresponding framework for remediation. Objective We developed a comprehensive assessment process that allows correct diagnosis of a struggling learner's deficit(s) to promote successful remediation. Methods At the University of Pennsylvania, resident learners within the Department of Medicine who are not meeting milestones are referred to the Early Intervention Remediation Committee (EIRC). The EIRC, composed of 14 f

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2

Houtveen, Thoni, and Wim van de Grift. "Reading Instruction for Struggling Learners." Journal of Education for Students Placed at Risk (JESPAR) 12, no. 4 (2007): 405–24. http://dx.doi.org/10.1080/10824660701762001.

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3

Yuen, Kah-Hung, and Joanne Yoong. "Empowering Struggling Learners in Singapore." Asia Pacific Journal of Developmental Differences 11, no. 1 (2024): 5–18. https://doi.org/10.3850/s2345734124000054.

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Houtveen, Thoni, and Wim van de Grift. "Improving reading achievements of struggling learners." School Effectiveness and School Improvement 23, no. 1 (2012): 71–93. http://dx.doi.org/10.1080/09243453.2011.600534.

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Jdidou, Youssef, Souhaib Aammou, and Mohamed Khaldi. "Adapt Learning Path by Recommending Problems to Struggling Learners." International Journal of Emerging Technologies in Learning (iJET) 16, no. 20 (2021): 163. http://dx.doi.org/10.3991/ijet.v16i20.24283.

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The objective of this work is the creation of a resource recommendation ap-plication in Python integrated into the code of the virtual edX platform, which appears as an additional tab in each course. By selecting this tab, learners will have access at any time to their recommended issues for this course, and so they can adapt their learning path. In this article, we present a recommendation algorithm that will be responsible for proposing these prob-lems according to the scores obtained in the problems already performed by the learner. By calculating the similarity with the rest of the classma

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Boudjehem, Rochdi, and Yacine Lafifi. "A new approach to identify dropout learners based on their performance-based behavior." JUCS - Journal of Universal Computer Science 27, no. (10) (2021): 1001–25. https://doi.org/10.3897/jucs.74280.

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Distance learning environments are increasingly offering more comfort to both learners and teachers, allowing them to carry out their academic tasks remotely, especially in critical times where it is difficult, or even dangerous, to bring these actors together in one physical place. Nevertheless, These same environments are complaining about the massive dropout numbers among their learners. Therefore, designing new intelligent systems capable of reducing these numbers becomes imperative. This paper proposes a new approach capable of identifying and assisting endangered learners experiencing di

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Warburton, Karen M., and Amit A. Shahane. "Mental Health Conditions Among Struggling GME Learners: Results From a Single Center Remediation Program." Journal of Graduate Medical Education 12, no. 6 (2020): 773–77. http://dx.doi.org/10.4300/jgme-d-20-00007.1.

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ABSTRACT Background Graduate medical education (GME) learners may struggle with clinical performance during training. A subset of these trainees has mental health conditions (MHCs). Objective To characterize the MHCs that underlie poor trainee performance and their relationship to specific clinical performance deficit (CPD). Methods At the University of Virginia (UVA), GME learners not meeting appropriate milestones, or who request help, have the option to self-refer or be referred to COACH (Committee on Achieving Competence Through Help). A physician remediation expert assesses the learner an

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Alharbi, Sultan H. "The Struggling English Language Learners: Case Studies of English Language Learning Difficulties in EFL Context." English Language Teaching 14, no. 11 (2021): 108. http://dx.doi.org/10.5539/elt.v14n11p108.

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The term &lsquo;struggling language learner&rsquo; is one that is usually ascribed to students who are trying, without much success to master the English language in an academic setting. As a case study, this study was carried out to gain insights into the &lsquo;struggles&rsquo; of the struggling English as a foreign language (EFL) learners. Ten students were selected from those with the 20th least percentile in their English language courses. Observation of and discussion with these categories of learners revealed that many language learners had a point at which they began to

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Margolis, Howard. "Resolving Struggling Learners' Homework Difficulties: Working With Elementary School Learners and Parents." Preventing School Failure: Alternative Education for Children and Youth 50, no. 1 (2005): 5–12. http://dx.doi.org/10.3200/psfl.50.1.5-12.

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10

Kobayashi, Eric S. "Investigating the Use of Mathematics Games and a Second Mathematics Class for Struggling High School Students." Journal of Research in Science, Mathematics and Technology Education 5, SI (2022): 1–16. http://dx.doi.org/10.31756/jrsmte.111si.

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Only one-third of middle school students in Hawai‘i demonstrated proficiency in grade-level mathematics in 2019. This means that most students enter high school without a strong knowledge of foundational mathematics concepts that are essential for success in high school mathematics courses. This case study investigated two instructional intervention tools designed to help high school students who were struggling in mathematics strengthen their knowledge of and skill in foundational mathematics content. This study utilized two intervention tools, a double dose program where students received tw

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Palumbo, Anthony, and Joseph Sanacore. "Helping Struggling Middle School Literacy Learners Achieve Success." Clearing House: A Journal of Educational Strategies, Issues and Ideas 82, no. 6 (2009): 275–80. http://dx.doi.org/10.3200/tchs.82.6.275-280.

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Klingner, Janette, and Alfredo J. Artiles. "English Language Learners Struggling to Learn to Read." Journal of Learning Disabilities 39, no. 5 (2006): 386–89. http://dx.doi.org/10.1177/00222194060390050101.

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13

Sanacore, Joseph. "STRUGGLING LITERACY LEARNERS BENEFIT FROM LIFETIME LITERACY EFFORTS." Reading Psychology 23, no. 2 (2002): 67–86. http://dx.doi.org/10.1080/027027102760351007.

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Nierstheimer, Susan L., Carol J. Hopkins, Deborah R. Dillon, and Maribeth Cassidy Schmitt. "Preservice teachers' shifting beliefs about struggling literacy learners." Reading Research and Instruction 40, no. 1 (2000): 1–16. http://dx.doi.org/10.1080/19388070009558331.

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15

Freeman, Yvonne, and David Freeman. "Struggling English Language Learners: Keys for Academic Success." TESOL Journal 12, no. 3 (2003): 5–10. http://dx.doi.org/10.1002/j.1949-3533.2003.tb00136.x.

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Archer Olson, Katie. "Exploring the Intersection of Cognitive Therapy and Education." Journal of Scholarly Engagement 8, no. 1 (2025): 15–25. https://doi.org/10.9743/jse.2025.8.1.3.

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Education faculty and pre-service teachers face the nearly impossible task of preparing learners for today's world. Beyond personal limitations of not being omniscient or knowing all the strategies that create strong lifelong learners, they are bombarded with mandates from accreditation, political bodies, and the state, creating gaps in pertinent strategies to support struggling learners. A major car accident of an instructor forces a critical look at possible contributions to these gaps after undergoing cognitive therapy due to a traumatic brain injury and intimately learning about the memory

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Alice, L. Valdez. "Improving the Reading Level of Grade 3 Learners Using Contextualized Skill Book in English." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 10 (2024): 4587–92. https://doi.org/10.5281/zenodo.13880963.

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The researcher determined eleven grade 3 learners belonged to the struggling level where they got low scores in pre-test of the Functional Literacy Assessment Tool (FLAT) in the first quarter of SY 2022–2023. Nevertheless, with the commitment and dedication of the researcher as a teacher, the researcher decided to develop reading material that suited the learners. Moreover, it aimed to develop a contextualized skill book in English to improve the reading level of grade 3 learners. Accordingly, the study focused on improving the reading level and effectiveness of the contextualized skill

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Boudjehem, Rochdi, and Yacine Lafifi. "A new approach to identify dropout learners based on their performance-based behavior." JUCS - Journal of Universal Computer Science 27, no. 10 (2021): 1001–25. http://dx.doi.org/10.3897/jucs.74280.

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Distance learning environments are increasingly offering more comfort to both learners and teachers, allowing them to carry out their academic tasks remotely, especially in critical times where it is difficult, or even dangerous, to bring these actors together in one physical place. Nevertheless, These same environments are complaining about the massive dropout numbers among their learners. Therefore, designing new intelligent systems capable of reducing these numbers becomes imperative. This paper proposes a new approach capable of identifying and assisting endangered learners experiencing di

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19

Fadhly, Fahrus Zaman, Yuniarti Yuniarti, and Fina Apriyani. "Exploring Labiodental Consonant Pronunciation Challenges Faced by Sundanese EFL Learners: Effective Strategies for Improvement." Journal of English Language Teaching and Linguistics 7, no. 3 (2022): 629. http://dx.doi.org/10.21462/jeltl.v7i3.1042.

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<p><em>This study aims to explore the challenges faced by Sundanese EFL learners in pronouncing labiodental consonant sounds, specifically /f/ and /v/, and to propose effective strategies for improvement. The study focuses on collecting data from Sundanese EFL learners at various levels of proficiency using interviews and pronunciation tests. The results indicate that learners face various challenges in pronouncing labiodental consonants, such as substituting similar sounds from their native language and struggling with unfamiliar sound combinations. The study proposes several stra

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Ligoyligoy, Joel M., Harisa Saidina-Lampatan, Regie M. Pama R. Agri, et al. "CULTURALLY RESPONSIVE PHONICS INSTRUCTION THROUGH DECODABLE WORKBOOKS: SUPPORTING STRUGGLING READERS AMONG IP LEARNERS." Ignatian International Journal for Multidisciplinary Research 3, no. 5 (2025): 887–904. https://doi.org/10.5281/zenodo.15465809.

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This research aimed to ascertain the impact of contextualized phonics-based decodable workbooks on the reading skills of Indigenous Peoples (IP) students experiencing learning challenges in the division of Sarangani. The research employed a total enumeration survey and utilized a quasi-experimental research design. The participants comprised all fifteen seventh-grade learners identified as having reading challenges. To guarantee adequate representation of the target group, the primary data collection method employed was questionnaires. The assessment of the intervention's efficacy was conducte

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Foote, Mary Q. "Research, Reflection, Practice: Addressing the Needs of Struggling Learners." Teaching Children Mathematics 14, no. 6 (2008): 340–43. http://dx.doi.org/10.5951/tcm.14.6.0340.

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When research leads to changes in practice, the theory-practice link is strengthened. However, at times, teachers find it difficult to link educational research to their everyday practice in teaching mathematics. It is with a certain pleasure, then, that I bring you an example of how participation in a research study stimulated a kindergarten teacher to act as a teacher-leader for her grade level. She initiated a project in support of the development of the mathematical thinking of some of the children that kindergarten teachers identified as struggling with mathematics. Their story demonstrat

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VanDeWeghe, Rick. "Research Matters: "How's It Coming?" Homework and Struggling Learners." English Journal 93, no. 4 (2004): 76. http://dx.doi.org/10.2307/4128985.

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Smith, Sheila. "Supporting Struggling Learners in Preschool: Emerging Approaches and Opportunities." NHSA Dialog 12, no. 3 (2009): 185–91. http://dx.doi.org/10.1080/15240750903080529.

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Mason, Linda H., Richard M. Kubina, Douglas E. Kostewicz, Anne Mong Cramer, and Shawn Datchuk. "Improving quick writing performance of middle-school struggling learners." Contemporary Educational Psychology 38, no. 3 (2013): 236–46. http://dx.doi.org/10.1016/j.cedpsych.2013.04.002.

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VanDeWeghe, Rick. "Research Matters: “How’s It Coming?” Homework and Struggling Learners." English Journal 93, no. 4 (2004): 76–80. http://dx.doi.org/10.58680/ej20042693.

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Bijlhout, Diola, and Gordon Ade-Ojo. "Literacy for Specific Purposes (LSP): A Literacy Curriculum Framework for Learners in Vocational Education." International Journal of Instruction 18, no. 1 (2025): 215–36. https://doi.org/10.29333/iji.2025.18112a.

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This qualitative study reports the first validation of the Literacy for Specific Purposes (LSP) theory and framework for literacy curriculum development in Further Education (FE). The paper combines the validation which is viewed as an iterative process with an empirical research that collected data through face-to-face interviews with learners. The findings confirm that the underpinning concepts of the LSP theory i.e., curricularization, cross-disciplinarity interactions and learner-centredness are interrelated and promote literacy development in struggling literacy learners. The second compo

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Smith, Patrick H. "Struggling Learners: Reflections on Reclaiming a Good Word Gone Bad." Language Arts 100, no. 2 (2022): 144–48. http://dx.doi.org/10.58680/la202232142.

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Calam, Paul John E., Kareen Mae M. Salinas, and Mirla May D. Laput. "Interactive Instructional Reading Materials: A Responsive and Comprehensive Intervention for the Struggling Readers." Journal of Learning and Educational Policy, no. 23 (April 23, 2022): 1–7. http://dx.doi.org/10.55529/jlep.23.1.7.

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The study was a quasi-experimental research conducted to investigate the effect of Interactive Instructional Reading Materials: A Responsive and Comprehensive Intervention to Struggling Readers. The participants of the study were the identified 74 struggling readers from Grades 2 to 10 enrolled during the 2nd quarter SY 2021-2022 at Tawantawan Integrated School. One group was assigned as control group who was exposed to plainly printed reading materials while the other one was experimental group who was exposed to interactive reading materials. This study utilized interactive instructional rea

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Pocaan, Jordan Miranda, Lyndon Lucila Bailon, and Jean Pauline Trilles Pocaan. "STRATEGIC READING INTERVENTION FOR LEFT-BEHIND LEARNERS IN THE PHILIPPINES." LLT Journal: A Journal on Language and Language Teaching 25, no. 2 (2022): 367–78. http://dx.doi.org/10.24071/llt.v25i2.5087.

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Education for all means no one should be left behind; thus, teachers should provide effective strategies for struggling readers. The “one-size fits all strategy” further divides the gap between the slow and advanced learners. This study used a quantitative observational research design to determine the reading ability of 30 struggling readers in terms of word recognition, reading comprehension, and reading speed using reading stories, Dolch's basic sight words and the Phil-IRI Manual 2018. The study develops strategic reading intervention materials to support teachers and students during the r

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Quinto, Jayson A., Editha V. Rana, and Juana Nimfa P. Abrigo. "COMPUTER ORIENTED LANGUAGE LEARNING APPROACH (COLLAP) FOR STRUGGLING READERS." International Journal of Education, Psychology and Counseling 5, no. 35 (2020): 249–69. http://dx.doi.org/10.35631/ijepc.5350022.

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This action research applies the concept of hybrid instruction, as an instrument in developing reading comprehension skills of 35 grade 6 struggling readers of Demesa Elementary School. The study adopts the descriptive quantitative, that gauges the positive effects of technology-based instruction using online learning modules, through the use of computers and or other available digital technology and platforms capable of performing prescribed learning activities. The identified struggling readers engage in 20 stories in whichever they prefer; distant learning or face-to-face instruction. They

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Magbayao, Wendi Lhee C. "ADDRESSING STRUGGLING READERS DIFFERENTIATED NEEDS THROUGH STRUCTURED ASSESSMENT." Ignatian International Journal for Multidisciplinary Research 2, no. 6 (2024): 2023–35. https://doi.org/10.5281/zenodo.12558824.

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The study aimed to revolutionize the reading assessment process for struggling readers in accordance with the guidelines set forth by the Department of Education intended for the upcoming National Learning Camp for School Year 2023-2024, whereas DO no. 14 s. 2023 (11.d) principle stated that the NLC shall be guided with purposeful assessment that enhances teaching and learning. The researcher crafted a reading assessment tool that directly determined the specific reading level of the struggling learners. The structured assessment categorized reading levels from A to Z (Fountas & Pinnell, 2

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Russell, Felice Atesoglu, and Kerry Soo Von Esch. "Teacher leadership to support English language learners." Phi Delta Kappan 99, no. 7 (2018): 52–56. http://dx.doi.org/10.1177/0031721718767862.

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As today’s K-12 schools become increasingly diverse, many teachers are struggling to meet the needs of English language learners and teach them in a culturally and linguistically responsive manner. The authors provide a pair of examples to illustrate specific ways teacher leaders can be effective advocates for better instruction and services for English learners.

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Dhanarattigannon, Jiraporn. "EFFECTS OF ADDITIVE EXTENSIVE READING ON STRUGGLING THAI UNIVERSITY LEARNERS." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (2022): 240. http://dx.doi.org/10.15639/teflinjournal.v33i2/240-256.

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Extensive reading with graded readers has been proved to be an approach that helps learners improve their reading ability. However, only a few studies have explored the effects of additive extensive reading with other types of reading materials on struggling EFL learners. This study investigated the effects of Science and Research Association Reading Laboratory (SRA) and Reading Reflective Journals (RRJ) as additive extensive reading activities on struggling EFL tertiary students’ English reading ability and performance. This study was a comparative mixed-methods approach conducted at a Thai u

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Sutton, Halley. "Education as a form of recovery for struggling adult learners." Recruiting & Retaining Adult Learners 20, no. 1 (2017): 12. http://dx.doi.org/10.1002/nsr.30289.

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Annamma, Subini, Amy Eppolito, Janette Klingner, Amy Boele, Alison Boardman, and Stephanie J. Stillman-Spisak. "Collaborative Strategic Reading: Fostering Success for All." Voices from the Middle 19, no. 2 (2011): 27–32. http://dx.doi.org/10.58680/vm201118370.

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The authors interviewed 17 middle school reading and language arts teachers as part of a larger study on an evidence-based intervention called Collaborative Strategic Reading (CSR). CSR is a multi-component reading instructional model combined with cooperative grouping and peer discussion. We show from the teacher interviews that CSR has benefits for all middle school students, especially those historically at risk for school failure, including English Language Learners, struggling learners, and students designated with a special education label. The teachers’ perceived benefits for these stud

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Bay-Williams, Jennifer M., and Stefanie Livers. "Supporting Math Vocabulary Acquisition." Teaching Children Mathematics 16, no. 4 (2009): 238–46. http://dx.doi.org/10.5951/tcm.16.4.0238.

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Ignacio, Angieleen T., Vlademir T. Turingan, and Fhrizz S. De Jesus. "Lived experiences of senior high school learners with reading difficulties: A case in the Philippines." Edelweiss Applied Science and Technology 8, no. 6 (2024): 2937–70. http://dx.doi.org/10.55214/25768484.v8i6.2636.

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This phenomenological study delves into the lived experiences of learners struggling with frustration levels in reading. Recognizing the significance of aiding such individuals, and comprehending the multifaceted impacts of their difficulties on emotional, social, cultural. and academic domains becomes imperative, thereby necessitating a tailored reading intervention program. Employing a mixed-methods approach integrating qualitative and quantitative methodologies, data were collected through questionnaires and guided interviews, and then analyzed through a comprehensive six-phase method. The

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NEMENZO, JESTONI, and EMILY MOLLANEDA. "Program MatSu Plus (Material Supplementations Plus)." International Multidisciplinary Journal of Research for Innovation, Sustainability and Excellence (IMJRISE) 2, no. 3 (2025): 67–74. https://doi.org/10.5281/zenodo.14990314.

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<strong>Abstract: </strong> <strong> </strong> Project MatSu Plus (Material Supplementation Plus) was an innovative literacy intervention designed to address the reading difficulties of struggling learners, including non-readers, frustration readers, and moderate readers, particularly in remote and underserved areas. The project utilized tailored supplementary materials, active parental involvement, and community support to enhance students' reading abilities. By distributing resources such as MatSuTu, MatSuTarpapel, MatSuWords, and MatSuCards, and facilitating access through MatSu Mini H

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Kasch, Henrik. "Universal Design and Language Teaching: Disrupting the Pedagogies of Realistic Mixed-ability Teaching." European Conference on e-Learning 21, no. 1 (2022): 165–70. http://dx.doi.org/10.34190/ecel.21.1.902.

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Although computer-assisted language learning and computer-assisted learning can be seen to be the precursors of if not simply the very backbone of E-learning, it is still rare to connect E-learning with special education needs (SEN) pedagogy. The full potential of cross-breeding computer-assisted language learning and Universal Design for Learning has been experimentally investigated by this author, but apparently not by others. Findings in the above-mentioned studies point to augmented learning opportunities for the whole classroom by aiming to offer comprehensive scaffolds design reaching ou

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Okoye (PhD),, Felix, and Prince Amartey Mensah (MEd). "Higher institution dropouts in South Africa during Covid-19: have we got our priorities right in resolving teaching and learning challenges?" Research and Analysis Journal 4, no. 10 (2021): 07–09. http://dx.doi.org/10.18535/raj/v4i10.03.

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Apparently, the ‘overwhelming’ and abrupt changes and transformation that is on-going in teaching and learning at the higher education institutions (HEIs) due to Covid-19. Some learners are coping well, whilst majority are grappling with the teaching and learning challenges as presented by the Covid-19. Other learners (not would not) but cannot cope with the pressure and abrupt changes that take place in HE which result in dropping out of these learners. This article poses the question of whether we have exhausted strategies to curtail the dropping out of learners due to teaching and learning

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Mohan, Vishnu, Gretchen Scholl, and Jeffrey A. Gold. "Use of EHR-based simulation to diagnose aetiology of information gathering issues in struggling learners: a proof of concept study." BMJ Simulation and Technology Enhanced Learning 4, no. 2 (2017): 92–94. http://dx.doi.org/10.1136/bmjstel-2017-000217.

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Learners who struggle with clinical decision making are often the most challenging to identify and remediate. While for some learners, struggles can be directly traced to a poor knowledge base, for many others, it is more difficult to understand the reason for their struggles. One of the main component of effective decision making is access to accurate and complete clinical information. The electronic health record (EHR) is the main source of clinical information and, with its widespread adoption, has come increased realisation that a large fraction of users have difficulty in effectively gath

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Marie McIntosh, Rayan. "Differentiated Instruction for Mathematics: Teachers' Perspectives on Struggling Learners and Students with Exceptionalities in Jamaica." International Journal of Science and Research (IJSR) 13, no. 12 (2024): 857–73. https://doi.org/10.21275/sr241209090246.

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Fingon, Joan C. "Nontraditional Texts and the Struggling/Reluctant Reader." Voices from the Middle 19, no. 4 (2012): 70–75. http://dx.doi.org/10.58680/vm201219357.

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This article highlights the Wimpy Kid diary book series by Jeff Kenney and discusses how educators can increase their knowledge base and take advantage of integrating such highly visual and nontraditional texts within the reading and language arts curriculum to enhance studentsâ€™ vocabulary development and reading comprehension. The article stresses the importance of what classroom teachers can learn from listening to young adolescents, including struggling readers and English Language Learners, and what they have to say about their reading interests and utilizing such books as a visual suppo

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Jaeger, Elizabeth L. "Literacy and Vulnerability: Shame or Growth for Readers Who Struggle." Talking Points 26, no. 2 (2015): 17–25. http://dx.doi.org/10.58680/tp201527200.

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45

Hoover, John J. "Making Informed Instructional Adjustments in RTI Models." Intervention in School and Clinic 47, no. 2 (2011): 82–90. http://dx.doi.org/10.1177/1053451211414193.

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School-based response to intervention (RTI) teams must gather, organize, chart, and interpret essential instructional information to make effective adjustments to meet the academic needs of struggling learners. Quantified data such as student proficiency scores, rate of progress trends, and achievement gap results provide the foundation for making multitiered decisions in RTI models. In addition to these quantified results, several key qualitative instructional aspects exist in every teaching and learning environment that warrant consideration when making instructional decisions. This article

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Bell, Dr Douglas, and Barry Bogan. "Fluency in Early Childhood." International Journal for Innovation Education and Research 3, no. 12 (2015): 111–21. http://dx.doi.org/10.31686/ijier.vol3.iss12.492.

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This article examines the research regarding fluency and its impact on struggling readers. Fluency is a key component of reading instructions for all learners. It encompasses the students’ ability to read with automaticity, accuracy, and prosody for understanding. Research suggests that struggling readers have difficulty when fluency is weak, which impacts comprehension and cognitive resources. The examination of the literature yielded targeted interventions focused on fluency improves reading for students with reading difficulties.

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Balazo, Glory Fe Oraller. "Struggling Learners' Achievement Level Using Electronic Strategic Intervention Material In Mathematics (ESIMATH)." American Journal of Agricultural Science, Engineering and Technology 5, no. 2 (2021): 207–14. http://dx.doi.org/10.54536/ajaset.v5i2.96.

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This study focused on the achievement levels of Grade 11 struggling learners using an electronic Strategic Intervention Material in Mathematics (eSIMath) in teaching least mastered competencies in the subject, Statistics and Probability for Senior High School. A Solomon four-group quasi-experimental research design was employed to two classes using eSIMath-based instruction, and two classes via conventional instruction, who were identified through a local diagnostic examination given by the teacher-researcher before the instruction for the second semester of the school year 2019-2020. The data

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Balazo, Glory Fe Oraller. "Struggling Learners' Achievement Level Using Electronic Strategic Intervention Material In Mathematics (ESIMATH)." American Journal of Agricultural Science, Engineering, and Technology 5, no. 2 (2021): 207–14. https://doi.org/10.54536/ajaset.v5i2.96.

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This study focused on the achievement levels of Grade 11 struggling learners using an electronic Strategic Intervention Material in Mathematics (eSIMath) in teaching least mastered competencies in the subject, Statistics and Probability for Senior High School. A Solomon four-group quasi-experimental research design was employed to two classes using eSIMath-based instruction, and two classes via conventional instruction, who were identified through a local diagnostic examination given by the teacher-researcher before the instruction for the second semester of the school year 2019-2020. The data

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Wehmeyer, Michael L., Karrie A. Shogren, Jessica R. Toste, and Stephanie Mahal. "Self-Determined Learning to Motivate Struggling Learners in Reading and Writing." Intervention in School and Clinic 52, no. 5 (2016): 295–303. http://dx.doi.org/10.1177/1053451216676800.

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Promoting self-determined learning through student-directed learning strategies has been documented to promote more positive school-related outcomes for upper elementary grade learners with disabilities and other students who are struggling. These strategies are typically introduced in multicomponent interventions combining several student-directed learning strategies such as self-monitoring, self-evaluation, antecedent cue regulation, and self-instruction. Such interventions have established efficacy in promoting a wide array of academic outcomes. Students’ motivation is consistently related

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Margolis, Howard, and Patrick P. McCabe. "Self-Efficacy: A Key to Improving the Motivation of Struggling Learners." Clearing House: A Journal of Educational Strategies, Issues and Ideas 77, no. 6 (2004): 241–49. http://dx.doi.org/10.3200/tchs.77.6.241-249.

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