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Are integrated learning systems effective learning support tools?
ARTICLE

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Computers & Education Volume 26, Number 1, ISSN 0360-1315 Publisher: Elsevier Ltd

Abstract

The following summary presents the key findings of an evaluation of a 6 month trial of one Integrated Learning System (ILS) in nine U.K. Schools, conducted by the School of Education, Leicester University. The pupils in the target population ranged from 8 to 13 years of age. The evaluation design was based on the comparison of outcome performance in mathematics (basic numeracy) and reading for designated experimental and control groups in five schools, although additional data from all nine schools enriched this central core of data. In addition the evaluators monitored pupil behaviour. There were significant learning gains in the ILS treatment group for mathematics (basic numeracy) compared to the Control group. However, no such gains were recorded for reading. There were no discernible differences in patterns of attendance at school for ILS and Control groups. In general, behaviour was good when using the ILS with higher time on task and a calmer working atmosphere than in the standard classroom. There was some indication that this improved behaviour transferred to the standard classroom over time.

Citation

Underwood, J., Cavendish, S., Dowling, S., Fogelman, K. & Lawson, T. (1996). Are integrated learning systems effective learning support tools?. Computers & Education, 26(1), 33-40. Elsevier Ltd. Retrieved December 2, 2022 from .

This record was imported from Computers & Education on January 30, 2019. Computers & Education is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/0360-1315(95)00078-X

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