Learner Performance in Multimedia Learning Arrangements: An Analysis Across Instructional Approaches

In this study, the authors compared four multimedia learning arrangements differing in instructional approach on effectiveness and efficiency for learning: (a) hypermedia learning, (b) observational learning, (c) self-explanation–based learning, and (d) inquiry learning. The approaches all advocate learners’ active attitude toward the learning material but show differences in the specific learning processes they intend to foster. Learning results were measured on different types of knowledge: conceptual, intuitive, procedural, and situational. The outcomes show that the two approaches asking learners to generate (parts of) the subject matter (either by self-explanations or by conducting experiments) led to better performance on all types of knowledge. However, results also show that emphasis on generating subject matter by the learner resulted in less efficient learning.[1]


Teacher job satisfaction and learner performance in South Africa

Against the backdrop of the dismal performance of a number of South African high Schools in recent years, this study investigates the relationship between poor performance of learners and teacher motivation in selected high schools in the Western Cape Province of South Africa. Adopting an exploratory approach, a random sample of 279 educators was drawn from the database of the poorly performing high schools as provided by the Western Cape Department of Education. Using closed and open-ended questions, a survey questionnaire was utilized to collect data. The Statistical Package for the Social Sciences (SPSS version 21) was utilised to analyse the data. A number of descriptive statistical tests including Chi Square, and Spearman’s correlation were conducted on the data. The results suggest that highly motivated educators experience job satisfaction; and also perform better than their poorly motivated counterparts. In terms of motivation, the results further suggest that a mix of intrinsic and extrinsic factors tend to exert influence on the educators motivation. For instance, working conditions, job security, and perceived growth opportunities in order of importance were noted to be contributing factors. As far as the obstacles that these educators encounter, lack of resources, work over load and lack of recognition were noted in order of severity. A positive relationship between the factors that influence an educators’ motivation and the level of obstacles encountered was noted. The implication is that, notwithstanding the rankings of the two sets of factors, no factor should be addressed in isolation. Keywords: teacher job satisfaction, learner performance, teacher motivation, South Africa.[2]


Learner Accuracy and Learner Performance: The Quest for a Link

This paper presents the results of an exploratory study on advanced-level French second language learners’ metalinguistic awareness. Specifically, we examined learner performance in carrying out three steps of a written and oral grammatically judgment test. First, subjects’ ability to identify and correct an error, and to provide the rule, which the correction entailed, was examined according to group membership (communicative or grammar), types of errors, and mode of presentation. In a second phase of the analysis, judgment ability was compared with specific aspects of L2 proficiency. Results show significant differences between the groups in their ability to provide the rule that the correction entailed. Furthermore, significant differences in judgment ability were found depending on whether the item was presented in the written or oral mode. Generally, little difference was found in levels of L2 proficiency between subjects who could correct the error and provide the rule in comparison with those who were only able to correct the error.[3]


Fully Accounting for English Learner Performance: A Key Issue in ESEA Reauthorization

This article presents a set of recommendations that promote a more nuanced, meaningful accountability policy for English learners in the next authorization of the Elementary and Secondary Education Act. The authors argue that the ESEA reauthorization must strengthen the law’s capacity-building purpose so that federal, state, and local leaders support continued attention, direction, and innovation in effectively educating ELs. The recommendations put forth in this article focus on monitoring both current and former ELs, establishing time frames for the attainment of English language proficiency, and setting expectations for academic achievement that are reflective of English language proficiency level and time in the state’s school system.[4]


Student self-evaluation, teacher evaluation, and learner performance

A total of 341 Latvian students and eight teachers participated in this study of student self-evaluation and teacher evaluation. Students completed a 12-lesson teacher-directed instructional program on conducting and writing a report of their own experimental research. Sixteen classes were randomly assigned to one of four treatment conditions: (1) no in-program evaluation, (2) self-evaluation and revision at the research design and draft final report stages, (3) teacher evaluation and student revision at both stages, (4) self-plus-teacher evaluation and student revision at both stages. Students in the teacher-evaluation and self-plus-teacher evaluation conditions received significantly higher ratings from an independent rater on their final research reports. However, students under the self-evaluation conditions had greater confidence in their ability to conduct future experiments.[5]


Reference

[1] Eysink, T.H., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M. and Wouters, P., 2009. Learner performance in multimedia learning arrangements: An analysis across instructional approaches.

[2] Iwu, C.G., Gwija, S.A., Benedict, O.H. and Tengeh, R., 2013. Teacher job satisfaction and learner performance in South Africa.

[3] Renou, J.M., 2000. Learner accuracy and learner performance: The quest for a link. Foreign Language Annals, 33(2), pp.168-180.

[4] Hopkins, M., Thompson, K.D., Linquanti, R., Hakuta, K. and August, D., 2013. Fully accounting for English learner performance: A key issue in ESEA reauthorization. Educational Researcher, 42(2), pp.101-108.

[5] Olina, Z. and Sullivan, H.J., 2004. Student self-evaluation, teacher evaluation, and learner performance. Educational Technology Research and Development, 52(3), pp.5-22.