Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a

Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
EDUC 701 Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; and include a minimum of 10 scholarly references. Six of the 10 articles must be current (within the past 5 years), empirical, peer-reviewed journal articles. Your paper must include the information outlined below. See the Course Project: Final Paper Grading Rubric for further information. Title Page The title summarizes the paper and its focus. The title must be clear enough to give the reader an idea of what to expect in your paper. Avoid statements that sound vague or flippant. Other Title Page Information: Student Name Institution Abstract 100–120 words Write this paragraph last, but place it after the title page and before the introduction to the paper. This will be a synopsis of the main findings of your paper. Consider this an abridged version of your full paper. Introduction Although not labeled with a heading on your paper, this section will introduce your problem and provide your specific research question that will be developed throughout the paper. Defend the importance of the topic. Give a broad overview of the scope of the work you are reviewing. Clarify what learning theory you are looking at and the importance it has in your educational field. It is always best to place the research question at the end of the introduction. This serves as a transition into the rest of the paper, which supports the research question. Headings To ensure that your paper meets the requirements of the rubric, the following elements must be clearly identified with headings. (Remember that there is no heading for the introduction. Literature Review When reading through your sources, you want to remember that you are looking for the “big picture,” not a collection of random, separate articles. You are looking for common themes and patterns in the research as a whole. Synthesize the references in order to show that several references support the points you are making about the topic. You are combining what the different experts in the field have published about your topic. Do not write a summary of one reference at the time as you did in the annotated bibliographies. The more you can show that several references support a specific point, the more support you have for it. Learning Theory Association Identify the learning theory or theories that serve as the foundation for your topic by discussing foundational principles. Align the topic throughout the section with the learning theory or theories Define Key Terms Define terms that will be important for your study Gaps in the Research What areas of your topic are still in need of further research? (Usually, this can be found in the very last section of academic journal articles, labeled “future research.”) Biblical Worldview From a biblical worldview perspective, what are the issues with the learning theory or theories you have discussed? Identify from the Sire text the worldview most appropriate to the influential founders(s) of the learning theory. Offer alternative ideas which incorporate a solid biblical worldview perspective. The use of Scripture is appropriate in this section. Conclusion Your conclusion must relate to the introduction in some way so that your paper displays coherence. If your introduction included a metaphor, quote, theme, etc., it is appropriate to integrate that again. References Use a variety of sources, such as the following: Textbooks for this course Your methods and psychology textbooks The Bible Educational journals Books you have read that have influenced your worldview or educational philosophy Do not use Wikipedia or other wiki-type pages as sources in an academic paper. Because it is an open environment, the information is constantly being changed by registered users and is not always reliable. Include at least 10 scholarly references, and makes sure at least 6 of the references are scholarly journal articles. Variation of references is important; use at least 1 book, 1 academic journal, and 1 online source. Point Of View When writing in current APA Style, you can use the first person point of view when discussing your research steps (“I studied . . .”) and when referring to yourself and your co-authors (“We examined the literature . . .”). Use the first person to discuss research steps rather than anthropomorphizing the work. For example, a study cannot “control” or “interpret,” but you and your co-authors, however, can. Tense Current APA style requires authors to use the past tense or present perfect tense when using signal phrases to describe earlier research, for example, “Jones (1998) found . . .” or “Jones (1998) has found . . .” Pronoun Usage Common writing problems include pronoun-antecedent agreement and the gender issue of “he or she.” Gender Issue It is considered sexist if you repeatedly use singular antecedents and follow them up with masculine pronouns. For example, “Each teacher should manage his own classroom.” It is also problematic if you redundantly use “he or she” and “his or her.” (Do not use “he/she” or “his/her.”) Some writers solve this by stating to the reader that, for simplicity’s sake, the pronouns will be masculine or will rotate periodically between masculine and feminine. This can be awkward and cumbersome. However, there is a better solution. Pronoun-Antecedent Agreement Pronouns must agree in number with their antecedents. It is incorrect to write, “Each teacher [singular] should manage their [plural] own classroom.” To assist in avoiding both of these problems, it is recommended that you write in plural as consistently as possible. For instance, use students, principals, teachers, parents, schools, etc., instead of their singular counterparts. Follow these antecedents up with “they” or “their.” This avoids the gender issue altogether. When you find that you must use a singular, you may periodically use “he or she” or simply restructure the sentence to avoid the “he or she” if possible. Rare use of this phrase is acceptable. Academic Integrity Plagiarized papers will be rejected. The following tips will help you avoid any problems with plagiarism: Direct Quotations: No more than 10 percent of your paper may be made up of direct quotations. Short quotations must be in quotation marks, and longer quotations must be indented. If you do not set off direct quotations in this manner and cite them, you have plagiarized. Ideas and Facts: If the idea or fact is not your own, you must cite its source. When not directly quoting, you should summarize or analyze the idea in your own words. Review the Course Project: Final Paper Grading Rubric to see how this assignment will be evaluated. Page 4 of 4
Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
EDUC 701 Course Project: Final Paper Grading Rubric Criteria Levels of Achievement Content 70% Advanced Proficient Developing Not Present Title Page and Abstract 10 points A title page is present and provides clarity to the purpose of the paper. An effective summation of overall arguments contained in the paper body is provided by the abstract. Word count (100–120 words) is met. 8 to 9 points A title page is present but lacks clarity to the purpose of the paper. The Abstract exists but does not provide an effective summation of overall arguments contained in the paper body. Minimum of 100 words is met. 1 to 7 points A title page is missing. The Abstract is vague and does not convey a personal philosophy of education. The 100-word minimum is not met. 0 points Not present Body – Introduction/ Thesis Statement 10 points Introduction is well-constructed and presents a clear explanation of the problem, conveys a good argument of why the problem is good to research, concludes with the research question, and is strongly aligned with the title and body of the paper. 8 to 9 points A somewhat clear presentation of the problem is present, an argument why the problem is good to research is conveyed, and the title and body of the paper aligns with it. 1 to 8 points The problem is poorly introduced, vaguely stated, or does not align with the title and/or body of the paper. 0 points Not present Body – Literature Review and Learning Theory or Theories 37 to 40 points Literature synthesizes references to support the topic. Learning theories are introduced as well as foundational people and their works. Theoretical frameworks are presented coherently and lay a foundation for the overall learning theory education. 34 to 36 points Literature review somewhat synthesizes the references to support the topic. Learning theories are somewhat introduced. Theoretical frameworks are mostly presented and lay a foundation for the overall learning theory education. 1 to 33 points Literature review poorly synthesizes the references that support the topic. Learning theories are poorly introduced and explained. Theoretical frameworks are not presented. 0 points Not present Body – Key Terms 18 to 20 points Key terms are well defined, and definitions are supported by authoritative sources. 17 points Key terms are defined, and most definitions are supported by authoritative sources. 1 to 16 points Key terms are adequately defined, and most definitions are not supported by an authoritative source. 0 points Not present Body – Gaps in Literature 18 to 20 points Gaps in the literature are thoroughly identified and described by careful analysis of content. 17 points Gaps in the literature are somewhat identified and described by careful analysis of content. 1 to 16 points Gaps in the literature are not present or are inadequately described. 0 points Not present Body – Biblical Worldview 18 to 20 points A biblical worldview perspective is clearly articulated and is supported by appropriate Scripture references, course requirements, and application. 17 points A biblical worldview perspective is articulated but is not supported by Scripture, or is not appropriate, and somewhat applies to course requirements and application. 1 to 16 points A biblical worldview perspective is poorly articulated and is not supported by Scripture, or is not appropriate, and does not apply to course requirements and application. 0 points Not present Body – Conclusion 10 points The conclusion is well written and provides a summation of the paper. Word count (250 words) is met. 8 to 9 points The conclusion somewhat summarizes the entire paper. The 250-word count is met. 1 to 7 points The conclusion poorly summarizes the paper. The 250-word count is not met. 0 points Not present Body- Composition and Critical Thinking – Composition 5 points The paper is exceptionally coherent and cohesive. Sentence and paragraph structures are of high quality. 4 points The paper is acceptably coherent and cohesive. Sentence and paragraph structures are of acceptable quality. 1 to 3 points The paper is lacking in coherence and cohesion. Sentence and paragraph structures are of low quality. 0 points Not present Body- Composition and Critical Thinking – Critical Thinking 5 points All of the following qualities are present: claims are supported by evidence, claims of others are critically evaluated, and other interpretations are seriously considered/engaged. 4 points Most of the following qualities are present: claims are supported by evidence, claims of others are critically evaluated, and other interpretations are seriously considered/engaged. 1 to 3 points Few of the following qualities are present: claims are supported by evidence, claims of others are critically evaluated, and other interpretations are seriously considered/engaged. 0 points Not present Structure 30% Advanced Proficient Developing Not Present Body – Mechanics 18 to 20 points No errors in spelling, grammar, and punctuation are present. Word count is met (3,000–3,500 words). 17 points Fewer than 4 errors in spelling, grammar, and punctuation are present. Word count does not quite meet the requirement. 1 to 16 points More than 5 errors in spelling, grammar, and punctuation are present. Word count does not meet the requirement. 0 points Not present Information Literacy/Current APA – Citation Format 10 points All formatting and citations are in-text and are correctly formatted using current APA style guidelines. 8 to 9 points Fewer than 4 instances of formatting and incorrect citations according to current APA style guidelines are present. 1 to 7 points Five or more instances of formatting and incorrect citations according to current APA style guidelines are present. 0 points Not present Information Literacy/Current APA – Source Appropriateness 10 points Exceptional understanding of the existing body of knowledge on the topic is evident. Appropriately compares personal ideas to those of experts in the field. 8 to 9 points Basic understanding of the existing body of knowledge on the topic is evident. Personal ideas are compared to those of experts in the field. 1 to 7 points Weak or poor understanding of the existing body of knowledge on the topic is evident. Personal ideas are inappropriately compared or fail to be compared to those of experts in the field. 0 points Not present Information Literacy/Current APA – Reference Appropriateness 10 points At least 10 references are listed from legitimate sources in the field of educational theory, philosophy, or research. At least 6 of those references are scholarly journal articles. All of the following are represented: books, academic journasl, and online sources. 8 to 9 points Nine references are listed from legitimate sources in the field of educational theory, philosophy, or research. Less than 6 of those references are scholarly journal articles. At least 2 of the following are represented: books, academic journals, and online sources. 1 to 7 points Fewer than 8 references are listed and/or are from questionable sources in the field of educational theory, philosophy, or research. Less than 5 of those references are scholarly journal articles. One or none of the following are represented: books, academic journasl, online sources. 0 points Not present Information Literacy/Current APA – Reference Format 10 points Bibliographic references are correctly formatted using current APA style guidelines. 8 to 9 points There are fewer than 4 instances of incorrect bibliographic references according to current APA style guidelines. 1 to 7 points There are 5 or more instances of incorrect bibliographic references according to current APA style guidelines. 0 points Not present Page 5 of 5
Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
Running head: SLOW LEARNERS IN EDUCATION Kelly-Ann Riddell Liberty University EDUC 701 (B17) Dr. Black September 6, 2020 Introduction Learning and teaching faces numerous challenges and obstacles for both students and teachers. Sometimes these problems are incredibly complex and stressful and require intervention from several parties. These problems take a significant amount of time to be properly understood, researched, and resolved. However, real change in education will occur once the problems are reformed and there is a significant progress made (Brennan, 2018). This paper seeks to discuss the problem of slow learners in schools who are often left behind in terms of learning and how this integrates to teaching, and elaborate more on the need for researching this problem. Slow Learners Slow learning generally means that the individual or the child takes more time to grasp concepts than the average person. They go through the development stages at the same rate as others but just at a much slower rate (Brennan, 2018). In children, slow learning can be identified by poor speech patterns, socially being more comfortable with younger children, personal frustration, and difficulty building academic information and connecting concepts together. In schools, these slow learners are often left behind and there learning needs are often unmet. Teachers are often unaware or lack the knowledge and tools, and patience that will accommodate these students. The student becomes increasingly reluctant to study while at the same time the teacher’s patience with the student grows thin and this leads to constant underperformance of the student (Brennan, 2018). This often creates an academic gap between these students and their peers, especially in subjects such as mathematics, reading, and science. Slow learners are significantly behind in year level expectations and this carries on throughout their years of schooling. These students then associate school with difficulty, frustration, and label themselves as underperformers. Slow learners in environments where the teacher neglects them or makes negative remarks about their performance record a large percentage of school dropouts (Chauhan, 2011). Slow learning has been identified as a problem because they make up a majority of underperforming students in schools and continuously fall short of the minimum education standards of success. In addition, 45% of teachers complain of being overworked and therefore do not have enough time to pay special attention to students that may require this time (Chauhan, 2011). However, the problem has not been fully researched to precisely figure out ways to identify slow learners from an early age and the solutions and steps they require to follow in order to live a more wholesome life. Also, the student’s achievements are also placed side by side to those with other students because they are not special students. Students are sometimes labelled as slow learners because they do not understand English and all the lessons are in English. Indigenous students make up 25% of underperforming students who are unable to pass the national minimum standard of education (Choi, 2019). Slow learners are bonded into a path of low achievement and demotivation for learning. Practices, Procedures, and Policies leading to the Problem Procedures that put students against each other have massively contributed to the tail of slow learners under the underachievement category. In public schools, programs such as the National Assessment for Educational Progress measure student’s achievements according to the year and determine the minimum standard required to progress to other levels (Choi, 2019). This program has highlighted that slow learners statistically comprise a large portion of underachievers section, while further highlighting that a large percentage are indigenous. School leaving qualification exams and certificates such as the high school diploma is a procedure that has also help bring the problem of slow learners as academic underachievers and school dropouts to light because majority are left behind and don’t meet the basic standards of achievement. Importance of the Problem This problem is significant to teaching and learning because it highlights the loopholes in the current education system and also invites the education department to the need to properly address the needs of slow learners. Slow learners require special attention from teachers and currently, teachers are overworked and overburdened and cannot provide adequate teaching aid to these students (Vasudevan, 2017). In the past, this problem has been addressed by transferring slow learners into special education systems where they can gain learning momentum and then transfer back to normal schools’ systems. Another way it has been handled in the past is that the students to enroll slow learners in extra remedial classes. There is also the use of board games and logic games in schools especially in lower classes to help in cognition. However, it is still not clear if these remedies guarantee aid or that slow learners always gain academic momentum which is why their tail in the underachievers section is still growing. Steps Taken Teachers can create a collaborative environment in the classroom is one of the steps taken to help students with slow development to feel included and motivated to learn. The collaborative classroom includes creating groups where children share ideas, learn and teach each other, and initiate activities amongst themselves (Vasudevan, 2017). This step is aimed at reducing the number of slow learners in the underachievers section and also helps encourage indigenous students to learn English faster from their peers. Biblical Worldview Biblically, all children are created equal in the eyes of God and we all have unique abilities and gifts. Even though the education system compares children’s learning abilities to each other, it is important to note that not all children are blessed academically and the world offers a variety of opportunities, not just in academics. Treating slow learners with patience and empathy will ensure that they are able to pass the minimum educational requirements and not be constantly placed in the category of underachievers. Biblically, it is important to treat each person uniquely as we are all unique creatures. Conclusion Unfortunately, slow learners still comprise of the majority of underachievers who fail to reach the minimum achievement standard. However, teachers and students need to work together to increase motivation towards learning and refuse to accept the label and frustration that comes with being a slow learner. References Brennan, W. K. (2018). Shaping the education of slow learners (Vol. 3). Routledge. Chauhan, S. (2011). Slow learners: their psychology and educational programmes. International journal of multidisciplinary research, 1(8), 279-289. Choi, M. (2019). Exploring Slow Learners’ Dream Using Photovoice. 인문논총, 48, 21-41. Masters AO, G. N. (2016). Five challenges in Australian school education. Vasudevan, A. (2017). Slow learners-causes, problems and educational programmes. International Journal of Applied Research, 3(12), 308-313.
Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
Course Project: Research and Question Outline Kelly-Ann Riddell Liberty University EDUC 701 B13 Dr. Black September 13, 2020 Research Question and Outline I. Introduction A. Slow learners are often less attended to in learning institutions. 1. I will explore the challenges that slow learners face in normal educational environments. 2. I will examine interventions at policy and educational levels that can be employed to address these problems. B. Importance of the problem. 1. I will analyze the importance of this problem to educators, parents, and the students themselves. 2. I will also assess how identifying these problems can enable educators to efficaciously determine students’ learning needs. C. Research question (Place the research question at the end of the introduction). 1. I will address the following question: “What are the challenges that slow learners face and how can they be addressed?” II. Literature Review A. Who are slow learners? 1. I will identify a body of literature that defines who slow learners are. 2. I will provide related studies on the characteristics of slow learners. B. Teachers and students’ challenges 1. I will identify recent studies that focus on the challenges that teachers have when providing instructions to slow learners. 2. I will provide related research studies the challenges that the slow learners face. C. Practices, Procedures, and Policies Leading to the Problem 1. I will examine recent related studies that investigate the policy issues that have contributed to the problem 2. I will explore the studies conducted to address such problems. III. Learning Theory Association A. Student-centered learning 1. I will address the impacts of student-centered approach to instructions on learning outcomes of slow learners. B. Constructivism 1. I will link the constructivism-based learning with the outcomes among slow- learners. IV. Definitions (I will make a list of definitions with citations) ` 1. Slow learning 2. Instructional strategies to address slow learning 3. Educators’ challenges V. Gaps in the research A. I will identify both the policy and research gaps and determine the potential steps that can be taken to fill them using the current and future studies. VI. Methodology I will identify the main research methods that will be used to not only gather data but also perform analysis. I will identify the study’s research design and method. I will determine the sampling procedure to be used. I will identify the data collection and analysis methods. VII. Conclusion I will complete my research process by providing a summary of my investigations, findings, and their implications for current and future practice within the educational sector.
Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
Running head: SLOW LEARNERS Annotated Bibliography 3 Kelly-Ann Riddell Liberty University EDU 701 B13 Dr. Black September 30, 2020 Annotated Bibliography 3 Khaira, U., & Herman, T. (2020). Assessment processes for slow learners in mathematics learning. In Journal of Physics: Conference Series (Vol. 1521, p. 032097). Mathematics is a subject that requires the learner to connect the concepts and apply them in a cognitive manner to solve problems. These problems can be everyday or mathematical problems. According to this journal, (Khaira & Herman, 2020), slow learners require more attention from their teachers as well as a longer time to study. Therefore, teachers are required to treat slow learners with more special attention than the other students as this will ensure that they are well equipped to perform well in the subject. Educational assessment is comprised of the learning ability of the individual, the personal attitude towards the subject, and their personality. All these aspects need to be aligned in a positive manner in order to achieve success in mathematics. Assessments on all students is required, and teachers are required to include slow learners in this process. However, the articles reveal that slow learning students are often left behind during course work because the teachers are focused on completing the syllabus within a fixed timeframe. This fast pace makes it harder for slow learners to follow through the coursework. Since slow learners are unable to keep up with the pace of normal learning, they require specific treatments from their teachers including remedial teaching, more one on one attention, and patience. Parakh, M. (2019). The enormous economic burden of slow learners: A wake up call. Journal of postgraduate medicine, 65(4), 199. Slow learners require more learning time and materials, and this leads to increased direct and indirect costs. According to Parakh 2019, slow learners have an economic burden which is as a result of extra tuition costs and parental loss of earnings. The results obtained from the study seek to explain the economic cost of including slow learners in the normal student curriculum. The results reveal that slow learners have an effect on the families of the individual, the healthcare facilities, and also the community. The journal reveals that most slow learners are accurately diagnosed when they are 14 years, and this leads to slow treatment. Diagnosing children early will ensure that they get into special education programs at an early age, and their teachers can give them special treatment early enough. Parakh, (2019) explains that about 25% of slow learners also have chronic health disorders that also interfere with their attention spans. The parents of these students find it difficult to maintain both the medical and educational costs. School systems offering special rooms at an affordable rate will help to alleviate the economic burden from the parents as well as ensure that the school system is inclusive. The government allocating funds to specifically aid in creating school systems that aim to reduce the financial burden on parents of slow learners is a positive step towards ensuring educational inclusivity. Bendak, L. (2018). Effects of applying repeated readings method on reading fluency and passage comprehension of slow learners. World Family Medicine Journal: Incorporating the Middle East Journal of Family Medicine, 99(5641), 1-6. The rate at which slow learners comprehend information is slower and they often have problems with oral learning as well. According to Bendak (2018), repetition leads to a deeper understanding of passages both orally and cognitively. A study was conducted where 20 slow learners were divided into the control group and the experimental group and the students in the experimental group showed a distinctively higher level of fluency and comprehension of words and passages. Repeated learning aims at ensuring that the student has grasped a word and an idea properly and they are able to engage properly. Fluency being one of the goals of reading, providing slow learners with the appropriate books at their development level is key. Repetition of these books makes the student become familiar with similar words in a variety of contexts. With time, the students are able to quickly recognize the words and also able to use and pronounce them appropriately. Bendak (2019) also emphasizes the need for practice in order for students to understand the message of a passage which is the key to success in learning. Kaur, M. D., & Gupta, R. K. EFFECT OF DIFFERENTIATED INSTRUCTION ON COGNITIVE SKILLS OF FOURTH GRADE SLOW LEARNERS. In any given classroom, there are students that take a significantly longer time than others to learn basic concepts. They struggle to learn with the same pace as other students and require special time and attention from teachers in order to do so. According to the scholars, slow learners cannot be classified as mentally retarded because they are able to grasp academic information, just on a slower rate than normal. Teachers are required to adopt differentiated instruction through altering their teaching methods, educational sources, and activities in order to accommodate slow learners. The personal characteristics of the student including their cultural background, interests, and talents are used by teachers to create a learning strategy for the specific student. This can be done by the use of games and puzzles. Kaur and Gupta also explain that learning will take place in every human being whether formal education is in the picture or not. However, a special group of students known as slow learners lag behind with their comprehension ability, but they cannot be classified as retarded. Over the years, the state government has not offered any significant help towards these students and the teachers and parents harbor all the responsibility. Ahmad, S. S., Shaari, M. F., Hashim, R., & Kariminia, S. (2015). Conducive attributes of physical learning environment at preschool level for slow learners. Procedia-Social and Behavioral Sciences, 201, 110-120. The physical environment for slow learners is crucial in determining the success in their comprehension rates. Some of the physical conditions to be considered include visual, thermal, and hearing comfort, furnishing designs, and safety measures. According to the Ahmad et al (2015), creating a suitable learning environment for slow learners during their early stages of school leads to success in their decoding of lessons. Example, creating an environment with pictures and computer-generated icons help create an atmosphere that is relaxing and more educational friendly to the students. Slow learners generally learn better with visuals rather than audio. The journal also emphasizes the need for classroom to be curated specifically to meet the needs of their students in a safe, and ethical manner. When designing these learning spaces, spatial learning, comfort, and safety must be considered and researched accordingly. The early detection of slow learning characteristics will ensure that students are treated accordingly to avoid the frustration that comes with slow students learning in the normal pace of others.
Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
6 Slow Learners in Education: An Annotated Bibliography Name Institutional Affiliation Course Instructor Due Date Slow Learners in Education: An Annotated Bibliography Kaur, P., Singh, M., & Josan, G. S. (2015). Classification and prediction-based data mining algorithms to predict slow learners in the education sector. Procedia Computer Science, 57, 500-508. The authors of this journal think that the educational Data Mining field concentrates mostly on prediction instead of setting their eyes on the results which could be used in the future. Therefore, regular analysis is a must of educational databases to check on the changes occurring in curriculum patterns. This study’s objective was to display using classification-based algorithms, a predictive model, after identifying slow learners among other students. To achieve this goal, the authors used the Real-World data set taken from a high school. WEKA, an Open Source Tool, was used to carry out desired potential variables’ desired filtration. There is testing the dataset of student academic records and applying on various classification algorithms such as Naïve Bayes, Multilayer Perception, J48, SMO, and REPTree using WEKA, an Open-source tool. Comparing all five classifiers after the generation of the statistics is used to the accuracy and finding the best performing classification algorithm among all based on classification algorithms. Besides, there is a knowledge flow model shown by the authors in this model. The paper is very important for study because it showcases the importance of Prediction and Classification-based data mining algorithms in education and presents some promising future lines concerning slow learners. Vasudevan, A. (2017). Slow learners-causes, problems, and educational programs. International Journal of Applied Research, 3(12), 308-313. In this journal, the author suggests that slow learners should not be classified as special cases that will need special attention. That is why they need extra time so that they can catch up with other learners. The authors believe that slow learners can like other average students. They define a slow learner as the one who is slower than an average student. Furthermore, the author identifies illness, absence from school, and sometimes low intellectual capability as some of the reasons for slow learning. Using the qualitative method, the authors concluded that environmental factors also contribute to this slow learning. They think that teachers should identify slow learners in time for them to be helped and not taken at the average learners’ pace. They also found that slow learners are normally very effective with a changeful designed step since they can learn if the instruction is approached changefully. They conclude that the ways in this reigned are remedial instruction and tutoring. Tran, T., Nguyen, T. T. T., Le, T. T. T., & Phan, T. A. (2020). Slow learners in mathematics classes: the experience of Vietnamese primary education. Education 3-13, 48(5), 580-596. This study was conducted to identify and support slow learners in learning mathematics at primary schools in Vietnam. This journal’s author suggests that it cannot talk about learning without talking about the educational system. They are two realities that are closely linked and that condition each other. A first element, certainly problematic, is in the so-called slow learning, and it is problematic because it defines an ideal speed parameter, but strictly referring to that education system. Much of the educational systems in the world are rigidly standardized. In other words, they define what each person must learn, how, and when to do it. They also define specific ways to assess whether or not this was achieved. They suggest that to help slow learners, and there is a need to understand the slow learners’ cognitive and behavioral characteristics. The study took three years, and the authors reported the findings. They concluded that there is a need for individualized studies for slow learners because there are both home- and school-based barriers to slow-learning students’ academic success. Kumar, M., Shambhu, S., & Aggarwal, P. (2016). Recognition of slow learners using classification data mining techniques. Imperial journal of interdisciplinary research, 2(12), 741-747. The authors of this study are of the feeling that educational data mining can be used to make predictions of students’ learning behavior. They further go ahead to say that the Intelligent Tutor System for Linear Algebra can be used in the student’s education and training as a support to the teaching-learning process on the topic of Diagonalization. With the objective of the work accomplished, the field of Intelligent Tutor Systems is provided with this new tool results in again, not only for the performance of the slow student learners only but also for the student, who is the fundamental human component that makes the system useful and gives it an identity. Thus, it is intended to contribute by suggesting grouping techniques such as the Farthest First and classification techniques such as Naive Bayes to facilitate selecting the appropriate pedagogical protocol. With its implementation, more efficient use of the material and human resources is predicted and the search for methods and solutions for a better understanding of the subject. Shoaib, M., Inamullah, H. M., Irshadullah, H. M., & Ali, R. (2016). Effect of PQ4R Strategy on Slow Learners’ Level of Attention in English Subject at Secondary Level. Journal of Research & Reflections in Education (JRRE), 10(2). The authors were of the view that learning a language is a complex process. For some people, this occurs without major obstacles. However, others do not perform well, and their learning encounters multiple difficulties. PQ4R is an acronym that stands for Preview, Question, Read, Reflect, Recite, and Review. This is a student’s centered learning strategy. Several researchers in ​​foreign language learning have identified that factors such as motivation, anxiety, learning styles, and study strategies are key in the development of learning. The present investigation explored the incidence of motivational factors, anxiety, learning styles, and strategies in the slow and difficult learning of English observed in some students of the Icesi University. We worked with ten students from Icesi University. They have difficulties learning English as a foreign language, investigating how they were perceived in these areas through focus groups and in-depth interviews. Questionnaires that measure these constructs were also applied: Gardner’s AMTB, Horwitz’s FLAS, Oxford’s SILL, and Felder-Silverman’s ILSQ. These questionnaires were also administered to ten students who performed well in English. In their conclusion, the PQ4R strategy proved to be effective in increasing slow learners’ level of attention.
Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
Slow Learners in Education: An Annotated Bibliography Kelly-Ann Riddell Liberty University EDUC 701- B13 Dr. Black September 13, 2020 Slow Learners in Education: An Annotated Bibliography Chauhan, S. (2011). Slow learners: their psychology and educational programmes. International journal of multidisciplinary research, 1(8), 279-289. In this scholarly article, Chauhan (2011) opines that human resource development should be placed at the center stage of any educator for a growing nation, such as India, which is endowed with human resources. In the country’s educational system, the human resources (teachers) and students are underdeveloped and often register poor performance than their potential capabilities. In particular, the researcher observes that some of the best instructors are not sufficiently equipped to determine and guide the backward students such as slow learners to reach their potentials. As a consequence, the learning institutions in tune are unable to send their commodities into the society as wholly developed students. To ensure that their learning needs are met, the researcher proposes the establishment of a special educational program that assesses and meets the backward learners such as slow learners. Furthermore, the researcher states that the expee4ince of instructors confirms that there are many children who are behind in basic subjects, and as such, require special attention. Such pupils often face limited scope for achievement. Additionally, they possess intelligence quotients that range from 76 to 89 and comprise approximately eighty percent of any school population. However, the researcher notes that they are rarely taken into consideration when developing instructions. Vasudevan, A. (2017). Slow learners-causes, problems and educational programmes. International Journal of Applied Research, 3(12), 308-313. An understanding of the problems that slow learners encounter in their classroom environments is important in developing efficacious tools and methods to meet their needs. In this article, Vasudevan (2017) states that those who are commonly regarded as slow learners may not be in dire need of being enrolled in special education programs. On the contrary, they are likely to require extra time and support within the normal classroom environment because they are capable of learning like an average child. According to Vasudevan (2017), slow learners are individuals who acquire knowledge at sluggish pace, which is often lower than the average rate. The potential causes of slow learning may include low intellectual capabilities and individual factors, such as illnesses and high absenteeism rates. Additionally, environmental factors play a major role in slowing down their process of understanding instructional contents. Other contributing factors include cultural issues, poverty, familial inadequacies, as well as parental; disharmony in many instances. While most of such pupils often receive education, they eventually move to regular schooling environments when the backwardness is removed. These children may also display inabilities in areas such as thinking, determining solutions, embracing social relationships, as well as poor development. Hartini, A., Widyaningtyas, D., & Mashluhah, M. I. (2017). Learning strategies for slow learners using the project-based learning model in primary school. JPI (Journal Pendidikan Inklusi), 1(1), 29-39. Many scholars have attempted to examine the strategies that educators can employ to meet the needs of slow learners. Hartini et al. (2017), for example, remark that in the contemporary society, educational rights should be extended to all student groups, including those who cannot easily understand concepts. Education for all can be attained by organizing and putting in place inclusive learning in early childhood education, primary schools, and high school levels. Slow learners are among students with special needs who need special education services in school inclusion. In particular, special education services are required for them to effectively face some learning difficulties such as challenges in understanding abstract concepts, possessing limited vocabulary, low motivation to learn. They are also characterized by inability to understand their desire to ask for more time to understand materials than a normal child of their age groups would. Finally, they often need repetition for them to master easy concepts, especially when they need materials to be explained. One of the issues that should be addressed when dealing with slow learners is encouraging regular teachers to collaborate with the special supervising teacher for selecting, developing, and implementing appropriate learning approaches for them. Freeman-Suarez, M. D. R., Ramirez Berdut, I., & Ramirez Gueton, P. M. (2017). A challenge for teachers in class: how to cope with slow learners. The international Journal of Humanities & Social Studies, 5(2), 58-62. Teachers encounter many problems as they seek inet5ract with children who have slow learning problems. According to Freeman-Suarez et al. (2017), teaching is a highly demanding task for those who interact with individuals who have learning disabilities. The profession needs expansive imagination for establishing new ways of encouraging students every day, including high level of tolerance in order to effectively facilitate the development of the teaching and learning process. Since there are students with diversities of intelligence in the classroom environments, educators should design motivating strategies that meet learning styles, necessities, aspirations, and cognitive needs of all the learners. As a result, the teacher’s role should be to determine a mixture of approaches that they can use to prepare students to improve their capabilities. Manichander, T. (2018). Teaching strategies, methods and techniques to enhance learning among slow learners. Journal of Education and Development, 17. Teaching slow learners requires persistence, motivation, and inspiration from other educators to attain an overall improvement among learners. According to Manichander (2018) slow learners do not have a disability that can be delegated a symptomatic category. Instead, it is essentially a concept that is commonly employed to describe learners with the capacity to gain all important scholarly capabilities, albeit at a rate and profundity that is beneath that of an ordinary student. Therefore, the main challenge that a teacher encounters is comprehend the student’s interest areas and put in place a teaching plan to cover syllabus in a specific timeframe. Educators should, for example, avoid the use of one-size-fits-all approaches to teaching. Instead, they should utilize custom-made models that meet all the distinct needs of all learners according to their level of capabilities. The use of teacher-centered approaches also limits students from having sufficient opportunities to actively participate and become engaged. The challenge with one-size-fits-all approaches is that not all learners can easily familiarize themselves to such inflexible styles of knowledge acquisition. As a result, they may become inattentive over time.
Course Project: Final Paper Assignment Instructions Paper Components: The body of your Final Paper must be 3,000–3,500 words; include title, abstract, and reference pages; use current APA format; a
SLOW LEARNERS IN EDUCATION 1 Slow Learners in Education Kelly-Ann Riddell Liberty University Abstract Children with slow learning problems are an important topic that needs the intervention of not only teachers but everyone else in society. This is because today, slow learner children keep making the majority of underachievers in education. It is also important for teachers to be equipped with skills of dealing with such children because if they do not have adequate experience, they will find it difficult to deal within the classroom. So, the goal of this research was to find appropriate learning strategies for slow learners in schools and also find out where the society is lacking when it comes to the academic achievement of slow learners. Introduction A very big problem that every school face is the difficulty to deal with the slow learners. One of the educators’ challenges is tackling slow learners to make them learn academic subjects. Handling them in homework and class work, making them understand the topic, dealing with them patiently and understanding their psychology are the areas concerned with the slow learners. Slow learners require special attention from teachers and currently, teachers are overworked and overburdened and cannot provide adequate teaching aid to these students (Vasudevan, 2017). In the past, this problem has been addressed by transferring slow learners into special education systems where they can gain learning momentum and then transfer back to normal schools’ systems. These problems take a significant amount of time to be properly understood, researched, and resolved. However, real change in education will occur once the problems are reformed and there is significant progress made (Brennan, 2018). This paper seeks to discuss the problem of slow learners in schools who are often left behind in terms of learning and how this integrates to teaching and elaborate more on the need for researching this problem. This problem is significant to teaching and learning because it highlights the loopholes in the current education system and also invites the education department to the need to properly address the needs of slow learners. Research Question: What are the challenges that slow learners face and how can they be addressed? Literature Review According to Shah (2015), many reviews have been done to find out the academic performance of the student at various levels. The performance of a student is purely based on the social care of the students, the care of the students at the younger age group have increased level of performance and parental support. Also, the academic performance of students is contributed by many factors including gender, age, the medium of instructions, the role of teaching faculty, socio-economic status, and many more factors like adjustability with the peer groups and understanding the language. Slow learning generally means that the individual or the child takes more time to grasp concepts than the average person. They go through the development stages at the same rate as others but just at a much slower rate (Brennan, 2018). In children, slow learning can be identified by poor speech patterns, socially being more comfortable with younger children, personal frustration, and difficulty building academic information and connecting concepts together. In schools, these slow learners are often left behind and there learning needs are often unmet. Teachers are often unaware or lack the knowledge and tools, and patience that will accommodate these students. Slow learners are significantly behind in year level expectations and this carries on throughout their years of schooling. These students then associate school with difficulty, frustration, and label themselves as underperformers. Slow learners in environments where the teacher neglects them or makes negative remarks about their performance record a large percentage of school dropouts (Chauhan, 2011). Slow learning has been identified as a problem because they make up a majority of underperforming students in schools and continuously fall short of the minimum education standards of success. Besides, 45% of teachers complain of being overworked and therefore do not have enough time to pay special attention to students that may require this time (Chauhan, 2011). However, the problem has not been fully researched to precisely figure out ways to identify slow learners from an early age and the solutions and steps they require to follow in order to live a more wholesome life. The student’s achievements are also placed side by side to those with other students because they are not special students. Students are sometimes labelled as slow learners because they do not understand English and all the lessons are in English. Indigenous students make up 25% of underperforming students who are unable to pass the national minimum standard of education (Choi, 2019). Slow learners are bonded into a path of low achievement and demotivation for learning. According to Vasudevan (2017), slow learners are individuals who acquire knowledge at a sluggish pace, which is often lower than the average rate. The potential causes of slow learning may include low intellectual capabilities and individual factors, such as illnesses and high absenteeism rates. Additionally, environmental factors play a major role in slowing down their process of understanding instructional content. Other contributing factors include cultural issues, poverty, familial inadequacies, as well as parental; disharmony in many instances. While most of such pupils often receive education, they eventually move to regular schooling environments when the backwardness is removed. These children may also display inabilities in areas such as thinking, determining solutions, embracing social relationships, as well as poor development. However, some studies have been conducted to address the problem of slow learning. Slow learner students can be found in almost every educational institution. Slow learner children can almost be found in every school inclusion. Approximately 14.1% of children, including children slow learner. This amount is more than the total number of children learning disabilities, retarded children, and children with autism (Hartini et. al., 2017). Therefore, this is a problem that cannot go away hence the need for ways to help slow learners reach their potential. One of the studies conducted came up with the idea of inclusion of all children with slow learning problems in special education programs. These programs will help them with facing some of the learning problems such as difficulty in understanding abstract concepts, have a limited vocabulary, having a low learning motivation, require more time to understand a material than a normal child of his age and requires repetition in the explanation of the material. Learning Theory Association Student centred Learning Approach The student-centred learning approach is an interactive technique to teaching which focuses on group work, cooperative and collaborative work, flexible learning, and activity-based teaching to achieve learning objectives (Qutoshi & Poudel, 2014). By using these instructional strategies, teachers provide slow learners with a variety of learning opportunities by focusing on them such as service-based learning, problem-based learning and team-based learning. Student-centred learning helps slow learners during activities in cooperative and active learning situations where teachers can use different tools of assessment for learning by providing constructive feedback to improve learning. This approach is considered effective in helping slow learners by providing them with quality education. Especially in a community school system where slow learners are mostly socially conscious about the importance of social interactions and teamwork in their daily life activities. There are several ways on how the use of centred approach teaching method impacts slow learners. First, when teaching slow learners, the power shifts from teacher to a more student-centred. This allows the makes the slow learner students to be active which creates enjoyment in their learning through exploration and construction of knowledge where the teacher encourages and engages them in the critical thinking process to achieve the desired objectives of learning. In this whole process of teaching and learning, if a child does not come up to the mark or to the set standard the child is not dismissed as a failure; rather the teacher considers what can be done to enable this child to learn and this concept is somehow linked to the perceptions of providing quality education (Qutoshi & Poudel, 2014). Secondly, the use of content is just for students to think critically which challenges slow learners to be able to think outside the box and come up with ideas of their own, and thirdly, this approach utilizes assessment measures not just to assign grades, but to promote learning. However, there are challenges to this approach when teaching slow learners. Things such as lack of time on tasks, smaller rooms with fixed furniture, less access to the computer lab and misuse of classroom resources due to sharing of the school building and lack of support from school administration to take initiatives make it difficult to practice this approach. As a result, it offers some teachers a chance and justification to switch from a student-centred approach to a teacher-centred approach which does not ease slow learners. Besides, centred a teaching approach in classes with a huge number of students within a short period can be very tedious and students may not enjoy learning. Constructivism Teaching Model Constructivist teaching theory is all about accepting students in terms of their thinking and assessing student learning is in the context of teaching. It helps teachers to draw on new ideas as they make decisions about which teaching techniques are most appropriate for all students to learn, including slow learners. Every student receives and processes information in different ways. Some learn by listening and sharing ideas, some learn by thinking through ideas, some learn by testing theories, some learn by synthesizing content and context, and some learn by reasoning. Constructivism is a teaching model, not a theory. Essentially, it is a model or metaphor of how people learn or how learning takes place (Akpan & Beard, 2016). Teachers are expected to help slow learners by leading them through exploratory activities that enable them to investigate on their own and come to their own conclusions. Besides, this approach allows slow learners to control their own thinking through the teachers interacting with them in positive ways, for example, asking questions, building appropriate challenges and experiences, and offering new ways of thinking. In this teaching model, teaching is student-centred therefore making it another approach in helping slow learner students in the class. Approaching instruction from the constructivist continuum reaches a broader range of students and increases comprehension and self-confidence in all students, teaching students to think for themselves, ask questions and seek answers (Akpan & Beard, 2016). It helps slow learners be able to answer standard procedural questions conceptual questions and critical questions just like other students. On the other hand, the constructivism teaching model has been criticized to be a failure when it comes to teaching slow learners because it requires a great deal of expertise. Besides it has not always been implemented well in the actual classroom. Some called it propaganda, disastrous fad, teaching strategies with low intellectualism, colourful and jazzy drill and practice ways of instruction (Akpan & Beard, 2016). This makes it difficult to focus on the slow learners during classroom sessions by teachers and administrators rebelling against it. However, teachers dealing with slow learning students must comply with them by making directions clear, provide concrete, and consistent feedback, for example, physically showing directions, and asking those students to repeat the directions and show the teacher what they are required to do. Definition of Terms Slow learning; Children with slow learning problem or a slow learner are those who have low learning achievement or slightly below average of children in general. Today, the children slowly learn many encountered not only in school inclusion, but in regular schools too (Hartini et. al., 2017). Instructional Strategies to address slow learning; These are the effective ways to help slow learners to learn to achieve certain learning objectives through the teacher planning and organizing slow learners’ activities (Hartini et. al., 2017). Educators’ challenges; Difficulties that individual teachers to face that hinder them to apply effective techniques, to support the slow learners and those who need additional help (Sundaram & Salomi, 2018). Gaps in the Research These gaps in the research include one, the gap between the student and the text in terms of readability issues, background knowledge, interest, motivation and tolerance for the challenge. Secondly, the gap between the teacher and the student, in terms of cultural and socioeconomic differences, language variables, perceptions, and expectations and thirdly, the gap between the student and his peers, including expectations, language, book access, learning rates, and literacy levels. For some students, learning comes easy but it’s not the same case with slow learners. Also, the gap between the teacher and student widens when teachers are not sensitive to their own perceptions and expectations of student performance and status between student and teacher. These areas need mitigation strategies so as to enable slow learner students to achieve academically. One way to deal with these issues is that teacher training models should be modified to include a deeper understanding of individual differences and how these play out in classroom dynamics by understanding these gaps that hinder student learning. Another way is by the implementation of project-based learning. This requires teachers or learners to develop guiding questions. Given that each of these learners have different learning styles, then Project Based Learning provides an opportunity for students to explore the content using a variety of ways that are meaningful to them, and conduct collaborative experiments (Hartini,et.al., 2017). This allows slow learners, in the end, to be able to answer questions. Nevertheless, appropriate learning strategies can be implemented to help slow learners. For example, in contemporary society, educational rights should be extended to all student groups, including those who cannot easily understand concepts. Education for all can be attained by organizing and putting in place inclusive learning in early childhood education, primary schools, and high school levels. Slow learners are among students with special needs who need special education services in school inclusion (Hartini et. al. (2017). However, the areas that still need to research include, what makes academically slow learners have significant educational and behavioural difficulties in the schools and what exactly makes them differ from average students in the rate of learning that makes them need so much external stimulation and encouragement to do simple work. Also, teachers in developing countries having mixed perceptions of slow learners yet they are the key factors in a child’s learning is another area that is yet to be understood. The teacher attitudes towards educating pupils with special education needs have been proposed to be a decisive factor in making schools more inclusive (Kyasanku et. al., 2019). Methodology Research Design and Method The study adopted an experimental research design, where data were collected from interviews and lesson observations. Interviews asked questions regarding teachers’ perceptions of slow learners, essential practices for ensuring inclusive classrooms, and challenges of implementation. The teachers’ lessons were observed and analyzed using a structured lesson template. Observations were made on how slow learners conducted themselves during class sessions. Sampling Procedure A random sampling technique was used whereby different schools were visited and slow learners from both genders were selected for this study. Teachers were also selected, and their appraisals based on the consideration of the child’s performance in curricular and recreational interests and overall academic performance in the class, designated as dull or below average in comparison to classmates. Data Collection and Analysis Once the permission to collect data was granted, I asked permission to attend meetings with teachers for the interviews. This strategy was successful in maximizing the response rate. The analysis method I used was the use of descriptive statistics to get a general picture of teachers’ perceptions, beliefs, and opinions. I also examined how teachers’ perceptions, beliefs, and opinions vary according to slow learner student characteristics. Biblical Worldview The student-centred learning approach and constructivism require that slow learners are focused on education in the sense that teachers have to go the extra mile in helping slow learners reach their potential. The issue with the Biblical worldview when it comes to these two theories is that teachers are tasked with helping students understand their responsibility to have an impact on their world, even though that “world” may seem small and their ability to affect others may seem limited. Christian education includes both development and healing. But for many students with a disability, like slow learners, rather than being an arena of healing and reconciliation, the school can be a place of conflict. For example, these two theories involve the inclusion of slow learners with the general student population. Able-bodied students may hesitate to build a relationship with classmates with unconventional minds or bodies, particularly if sensing scepticism or discomfort on the part of a teacher who tolerates their presence because of legal mandates. The God of this world has blinded the minds of unbelievers to the truth of Christ (2 Cor. 4:4). This blindness also includes failure to recognize that all people are created in the image of God which leads to viewing others hierarchically and increases the potential for wrongdoing toward those judged to be of lesser importance. This bias intensifies the difficulties faced by people who are disabled like slow learners in education. Even though the education system compares children’s learning abilities to each other, it is important to note that not all children are blessed academically, and the world offers a variety of opportunities, not just in academics. Treating slow learners with patience and empathy will ensure that they can pass the minimum educational requirements and not be constantly placed in the category of underachievers. Since God created humans with a desire for communion with others and Him, it makes sense that the slow learner need for social interaction and acceptance should be addressed by the teacher in their curriculum design and discipline practices (Haveman, 2012). Conclusion Unfortunately, slow learners still comprise of the majority of underachievers who fail to reach the minimum achievement standard. However, teachers and students need to work together to increase motivation towards learning. Real change in education will occur once the problems are reformed and there is a significant progress made. References Akpan, J. P., & Beard, L. A. (2016). Using Constructivist Teaching Strategies to Enhance Academic Outcomes of Students with Special Needs. Universal Journal of Educational Research, 4(2), 392-398. Brennan, W. K. (2018). Shaping the education of slow learners (Vol. 3). Routledge. Chauhan, S. (2011). Slow learners: their psychology and educational programmes. International journal of multidisciplinary research, 1(8), 279-289. Choi, M. (2019). Exploring Slow Learners’ Dream Using Photovoice. 인문논총, 48, 21-41. Hartini, A., Widyaningtyas, D., & Mashluhah, M. I. (2017). Learning strategies for slow learners using the project-based learning model in primary school. JPI (Jurnal Pendidikan Inklusi), 1(1), 29-39. Haveman, A. A. (2012). Christian Approach to Secondary Classroom Management. Kyasanku, C., Ssebbunga-Masembe, C., Kusakabe, T., & Ozawa, H. (2019). Including the Excluded: The Case of Slow Learners at Buloba Primary School, Uganda. CICE Series, (6), 223-233 Qutoshi, S., & Poudel, T. (2014). Student centered approach to teaching: What does it mean for the stakeholders of a community school in Karachi, Pakistan? Journal of Education and Research, 4(1), 24-38. Sundaram, M., & Salomi, S., (2018). Slow Learning – Causes, Problems and Solutions. International Journal of Management, Technology and Engineering. 2249-7455 Shah, P., (2015). Factors Contributing Decreased Performance of Slow Learners. International Journal of Scientific & Technology Research. 4. 58-61. The Bible. Vasudevan, A. (2017). Slow learners-causes, problems and educational programmes. International Journal of Applied Research, 3(12), 308-313