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Title of The Study: Blended Learning Approach For Less Proficient Students Authors: Sarah Yusoff, Rohana Yusoff, and Nur Hidayah MD Noh Abstract

This research assignment requires the submission of: 1. At least 3 research abstracts and analyses on innovative programs for slow learners such as multimedia assisted instruction, peer-mediated instruction, modular instruction, remedial instruction, and MI. 2. 3 video clips and analyses on educational programs for slow learners available online. The due date is April 24, 2021.

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Mariella Alexes Rombaoa Espiritu
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38 views4 pages

Title of The Study: Blended Learning Approach For Less Proficient Students Authors: Sarah Yusoff, Rohana Yusoff, and Nur Hidayah MD Noh Abstract

This research assignment requires the submission of: 1. At least 3 research abstracts and analyses on innovative programs for slow learners such as multimedia assisted instruction, peer-mediated instruction, modular instruction, remedial instruction, and MI. 2. 3 video clips and analyses on educational programs for slow learners available online. The due date is April 24, 2021.

Uploaded by

Mariella Alexes Rombaoa Espiritu
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Research Assignment

1. Submit at least 3 research abstracts with analysis on the various innovative program for slow
learners Ex: multi-media assisted instructions; peer- mediated instructions, modular instructions,
remedial instruction, MI, and others

2. Submit 3 video clips (with analysis) available on the internet re educational programs for slow
learners

Due: April 24, 2021

Title of the Study: Blended Learning Approach for Less Proficient Students
Authors: Sarah Yusoff, Rohana Yusoff, and Nur Hidayah Md Noh
Abstract:
This article describes the implementation of blended learning in a higher education
institution by focusing on the less proficient students. Malaysia’s Ministry of Higher Education
has urged every university to introduce blended learning in their teaching and learning
processes as a new approach. Nevertheless, there are less proficient students who are hesitant,
less motivated, and face difficulty in associating learning with technological applications. Our
main purpose is to show how blended learning can be designed to suit the less proficient
students by first identifying their learning styles and then creating a motivating supportive
learning system through the use of teaching technology applications. The sample size for this
study is 64 business program students from four groups taking the course Introduction to
Statistics in two consecutive semesters. These are students who had to repeat a few subjects
including Introduction to Statistics as well as students who entered university with lower
qualifications and had to undergo one semester of booster certification program. Final
examination scores are used as a measure of students’ performance. Comparison using
examination marks scored is shown using independent t test, mean effect size, and Box and
Whiskers plot. Results showed noticeable difference in examination scores obtained by the
different groups of students. As a conclusion, while blended learning approach bears many
benefits, it has to be tailored to suit the different students’ cognitive levels as well as learning
styles.
Analysis:
According to Dziuban, Hartman and Moskal, 2004, “Blended learning should be viewed
as a pedagogical approach that combines the effectiveness and socialization opportunities of the
classroom with the technologically enhanced active learning possibilities of the online
environment, rather than a ratio of delivery modalities.” Simply put, blended learning approach
is an integrated instructional approach that combines face to face interactions within the
classroom and online activities.
The study made use of two approach of Blended Learning: (a) OBL (Original Blended
Learning), The blended learning module developed consists of three dimensions: face to face
(F2F) sessions, self-learning, and assessments. The total four contact hours per week is divided
into 2 hr F2F and 2 hr self-learning (a ratio of 50:50); (b) RBL (Redesigned Blended Learning),
technology applications, investigate learning styles, integrate videos and lecture notes,
proportion of F2F to self-learning (with open book quiz for every chapter). The approach was
almost the same, however RBL was more personalized for it utilized VAK (Visual Auditory
Kinesthetic) survey to determine inclinations of the participants. The latter was also more
dialogical since it has an activity for open book quiz so the participants were more drawn to
communicate with one another to process their thoughts. The results indicate that in general,
students in RBL module perform better than students in OBL module. This could be attributed
more on modifying the module based on identified learning preferences of the learners. As
quoted by Ignacio, “If I cannot learn the way you teach, will you teach me the way I can learn?”
Oftentimes students were just disinterested to learn (not because they can’t) because they find
the material, lesson, strategy irrelevant and meaningless for them. Making the teaching and
learning session more personalized could really ignite their enthusiasm to know more and can
improve well their academic performance. It has just to be personalized to fit well for them.

Title of the Study: MENTOR as a Learning Method for Slow Learners


Authors: Jerry Chong Chean Fuh, Khalida Shajaratuddur Harun, Nor Azlina Abd Rahman, and
Sandra A. P Gerald
Abstract:
This paper proposed a prototype of an electronic learning system for slow learning
children to enable the kindergarten education to create a better learning environment for
children between the ages of four to six years old. The purpose is to enable the slow learning
children to learn in more effectively and independently at anytime. In general, the term 'slow
learning children' is referring to children who tend to take longer time to understand certain
information when compared to other children with similar age. To elaborate further, kids who
require multiple explanations before they are able to grasp a concept. The system should help
children improve their ability to be flexible and creative as well as encourage slow learning
children to gain confidence in their daily life. The prototype developed after considering several
elements that is suitable for slow learner that focusing more on multimedia elements which are
images, sounds and interactive activities. The prototype is not just focusing on learning but also
enable the teachers to share the children progress with the parents. This paper presented a
workable E-learning software prototype which is MENTOR system for young age users for self-
improvement and learning. The prototype has 3 users; slow learner children, tutors and parents.
In other words the parents able to monitor their child progress using this MENTOR system. The
technologies used to develop the prototype and advantages of MENTOR system are also
highlighted.

Analysis:

The program MENTOR is definitely an innovative program to help slow learners since we
are all aware that children in the 21 st century are digitally native. Investing on their interest with
technology will definitely help them thrive with their educational difficulties and transform them
to be more highly engaged with their lesson. It can lead learners for autonomy and to become
more self-directed learner for the program gives them the privilege of customizing background
colors so they are comfortable using the system and it also gives the child a sense of control of
what they are using by customizing the setting on their preferences. Another this good about
the program is the inclusion of tutor and parents which help to facilitate more their learning. It
keeps them on track of the student’s progress, thus allowing them to have an idea to provide
the essential intervention that might aide the student’s learning.

Title of the Study: DIGITAL GAMES - A MAGICAL LEARNING TOOL FOR SLOW LEARNERS
Authors: Dr. Paul Albert. A
Abstract:
The present article mainly focused on how digital or computer games act as a fruitful
learning tool for slow learners through game based learning. Also, it describes that among many
learning methods, game based learning is a suitable way using digital games for slow learners
especially for digital natives. In addition, the present article highlighted the educational benefits
and effectiveness of digital games. Further, it explores some digital games that can be used in the
educational context. Finally the present article suggested that the digital games can be used as a
tool in teaching and learning process for slow learners.
Analysis:

Even before the advent of technology, utilizing a game based instruction for learners
adds fun and excitement to the classroom. It turns a dull classroom into a lively one. How about
more if a game is infused with technology which is basically considered as the kingdom of
today’s generation? Undeniably, this will benefit the slow learners. It’s like the idea of
edutainment, students are being educated while being entertained which can definitely make
the learning atmosphere light and fun. Also, it was scientifically proven, that a relaxed mind can
learn better. Hence, utilization of digital games for slow learners can really aide their academic
performance.

1. Title of Video: Sample of Interventions for Students at Risk in Distance Learning


URL: https://www.youtube.com/watch?v=CwynfAf22mA
Analysis:
It is sufficed to know that our government is putting a great deal of effort just to continue the
delivery of instruction in our country in spite of the pandemic. We have flexible set-up learning
modality- a mixed of module, radio, and virtual. Yes, everyone is anxious and afraid for we are treading
unfamiliar grounds. With respect to education, school administrators, teachers, students, and parents
are all in agony how to ensure quality education. Regular students admit that they need extra support in
their education. If they feel it that way, make the feeling doubled for slow learner students. It is the time
that the teachers must not wane efforts but perhaps become more innovative with their instruction.
Teachers must tirelessly toil to unearth their skills and to keep each learner steadfastly struggle in this
education’s struggle. The video shared three important factors to be considered for Students at Risks for
their Distance Education in times of this global crisis: (a) teacher-learner-parent relationship, a two-way
communication and a good relationship shall all be established between the teacher, student, and
parent. It will be facilitated by spearheading a support group via social media to keep updated with
student’s performance. As teacher, we must make ourselves readily available to aide their concerns and
queries. If it is impossible to reach them via digital means, teacher has to conduct a home visitation
observing social and health protocols; (b) teaching strategies and learning instruction, modify learning
activities according to student’s learning style, my concern on this one is perhaps the school principal
shall encourage collaboration among his teachers so he can designate teachers to develop materials
inclined to specific learning style. They will lovingly labor to do the task if they a hand to work together.
In addition, learning tasks and materials shall be relevant to their life and should also be available at
their home or community; (c) diversity of learners and assessment, one good point I heard was the
integration of learning task with other subjects. This will not only make their task easier but will also
allow cross application of the knowledge that the students learned. It was also mentioned in the video
the importance of giving appreciation on student’s output or performance. In some way, it will refuel
their diminishing energy in studying.

2. Title of Video: Teaching Students with Reading Difficulties


URL: https://www.youtube.com/watch?v=iBrNu3kWe0s
Analysis:
One typical manifestation in classroom that one of our students is to be identified as slow
learner is being behind in reading skills with his same age classmates. Being taught early with the
fundamentals of reading is essential. It will lead you to learn, explore, and read more. Basically though,
learners who are slow in reading often avoid to be engaged in reading activities. As research suggests, it
alters their attitude and motivation to read. They feel less confident in that field so they are frustrated to
dig more about it. Based on this video, it was mentioned that as teachers it is our responsibility to help
student read to learn. It made an emphasis on the utilization of explicit phonetic instruction in teaching
reading rather than the traditional phonetic instruction. The manner of instruction commences from
part to whole. It begins with the instruction of the letters with their associated sounds. The students will
then learn how to blend these sounds to form words. Another 3 things to be given focus in teaching
reading that was mentioned as decoding, increasing fluency, and comprehension. We can boost
decoding ability of students by using mnemonic devices and picture clues that can make learning fun. To
increase their fluency, we provide them high frequency words to practice coupled with a timer to
challenge more the slow learners. Comprehension can be better improved if we pre-teach vocabularies
by using word analogies and context clues. We could also encourage students to create questions on
stories they read to assess their comprehension.
3. Title of Video: Spoken English activity for Slow learners
URL: https://www.youtube.com/watch?v=ZzO2ZML_fW8
Analysis:
Speaking the global language is a huge accomplishment for slow learners. Gleaning on the video,
it made use of Direct Instruction approach of teaching English for slow learners. Since the participants in
the video showed that English is not their first-learned language. The teacher demonstrated several
times the English word stand up and sit down. After that, he asked the learners to follow his command
as he speaks of it. When a student unable to follow the instruction, he immediately provide corrective
feedback. Then, he also asked one of his students to instruct his other classmates to give direction to
further enhance understanding of the lesson. Rooting on Direct Instruction as a teaching strategy is
beneficial for slow learners because it was purposely designed to help them. Several researches made
an evidenced that utilization of Direct Instruction for slow learners can really improve their academic
performance as well as improve their positive self-image.

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