Relevant bibliographies by topics / Slow learning children

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Slow learning children'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Slow learning children"

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Hafidah, Hafidah, and Rukli Rukli. "Treatment Slow Learner Learning Repetitive Addition with Realistic Mathematics Learning Approach." Mimbar Sekolah Dasar 9, no. 3 (December 24, 2022): 396–412. http://dx.doi.org/10.53400/mimbar-sd.v9i3.48586.

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Mathematics is the queen of science, but many children experience slow learners in these subjects. Slow learners can achieve maximum abilities if the learning approach is appropriate to the situation. This study examines slow learner children with a realistic mathematics education approach. The research method uses single subject research with multiple baseline cross conditions designs at school and home. Then data analysis uses an internal analysis approach and an analysis between curves of both conditions. The results showed that slow learners experienced a higher tendency to score higher when studying at home than at school. In addition, slow learner students have a higher score increase after treatment, but after moving to another condition, the increase in score slows or stagnates. The implication is that teachers teach slow learners with the MRE approach at school based on home situations to maximize their learning abilities.
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Suryana, Nana. "PROBLEMATIKA SLOW LEARNER." MADROSATUNA : Jurnal Pendidikan Guru Madrasah Ibtidaiyah 1, no. 1 (June 25, 2018): 12–25. http://dx.doi.org/10.47971/mjpgmi.v1i1.15.

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In the learning process, teachers will face a variety of differences that children have, for example children who are slow to follow learning. A slow learner is not a stupid child. Children of slow learners are only delays in following the teaching and learning process compared to other children. This is caused by wrong perceptions of children, emotional disturbances, and errors in education.
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Bateman, Barbara. "TEACHING WORD RECOGNITION TO SLOW-LEARNING CHILDREN." Reading & Writing Quarterly 7, no. 1 (1991): 1–16. http://dx.doi.org/10.1080/0748763910070102.

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Hartini, Ayu, Dessy Widyaningtyas, and Mai Istiqomatul Mashluhah. "LEARNING STRATEGIES FOR SLOW LEARNERS USING THE PROJECT BASED LEARNING MODEL IN PRIMARY SCHOOL." JPI (Jurnal Pendidikan Inklusi) 1, no. 1 (April 24, 2017): 29. http://dx.doi.org/10.26740/inklusi.v1n1.p29-39.

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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. Teachers who do not have adequate experience will find it difficult to deal with in the classroom. So the goal of this research is to find appropriate learning strategies for slow learners in elementary school.
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Mansyur, Abd Rahim. "Telaah Problematika Anak Slow Learner dalam Pembelajaran." Education and Learning Journal 3, no. 1 (January 31, 2022): 28. http://dx.doi.org/10.33096/eljour.v3i1.147.

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This study reviews the problems of slow learners in learning. Literary references slow learner to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.
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Mansyur, Abd Rahim. "Telaah Problematika Anak Slow Learner dalam Pembelajaran." Education and Learning Journal 3, no. 1 (July 26, 2022): 28. http://dx.doi.org/10.33096/eljour.v3i1.137.

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This study reviews the problems of slow learners in learning. Literary references slow learners to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.
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Noni, Ipon Nonitasari. "Teacher Learning Strategies to the Slow Learner Students in Thematic Learning." Wacana : Jurnal Bahasa, Seni, dan Pengajaran 4, no. 2 (March 9, 2021): 19–26. http://dx.doi.org/10.29407/jbsp.v4i2.14939.

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Dealing with slow learner students in non-inclusive schools is not an easy thing to do. Not all teachers are able to teach slow learner students who are in the same class as regular students. Especially, if the number of slow learner students is not small. So that the teacher must have an ideal learning strategy in thematic learning. Thematic learning is learning that places one theme on several subjects. This study aims to determine how the teacher's strategy in dealing with slow learner children who are in the same class as regular children so that the learning carried out can still improve the thinking skills of slow learner children at SDN 006 Kampung IV Tarakan, North Kalimantan. Researchers used qualitative research using a case study approach. Researchers used interview, observation, and documentation of data collection techniques. Based on the results of data analysis, the researcher found that the teachers used a variety of lecture learning strategies, discussions, and problem solving with alternating seating management, using fun, relaxed, but serious learning accompanied by the use of a reward and punishment system. The teacher also provides additional lessons after school based on the needs and the cooperation between parents and teachers is expected to be able to assist teachers in making lesson plans as well as determining appropriate alternative treatments, especially for slow learners.
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Hirawatillah, Hijrah, Abdul Rashid Abdul Aziz, and Ahlal Kamal. "LEARNING DIFFICULTIES OF CHILDREN WITH SPECIAL NEEDS SLOW LENEAR IN MATHEMATICS LEARNING AT SDN BANUA ANYAR 4 BANJARMASIN." SERUMPUN : Journal of Education, Politic, and Social Humaniora 1, no. 1 (June 5, 2023): 1. http://dx.doi.org/10.61590/srp.v1i1.67.

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<p>This study examines the learning difficulties of children with special needs slow lenear in mathematics learning at SDN Banua Anyar 4 Banjarmasin. Departing from the assumption that learning mathematics is very difficult and boring, coupled with the problems that exist in children, namely slow learning and receiving information (slow lenear), it is necessary to study this problem. This research is a field research using qualitative methods with observation, documentation and interview techniques. From this study provides information that the difficulty that often occurs in slow lenear children is difficulty in understanding symbols, distinguishing between letters and numbers, and upper and lower case letters. In addition to the difficulties experienced by students, accompanying teachers also experience several obstacles such as not having media when accompanying students slow lenear learning and lack of accompanying teachers so that they are tired when accompanying students while studying.</p>
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vogt, paul, and andrew d. m. smith. "learning colour words is slow: a cross-situational learning account." Behavioral and Brain Sciences 28, no. 4 (August 2005): 509–10. http://dx.doi.org/10.1017/s0140525x0544008x.

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research into child language reveals that it takes a long time for children to learn the correct mapping of colour words. steels & belpaeme's (s&b's) guessing game, however, models fast learning of words. we discuss computational studies based on cross-situational learning, which yield results that are more consistent with the empirical child language data than those obtained by s&b.
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Jannah, Shoikhatul, Suryanto, and Niken Titi Pratitis. "Teacher’s Strategy in Improving Slow Learners’ Competence on Distance Learning at SMP Negeri 3 Krian Sidoarjo." JournEEL (Journal of English Education and Literature) 3, no. 1 (June 1, 2021): 45–54. http://dx.doi.org/10.51836/journeel.v3i1.190.

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This study was conducted to describe the application of learning methods and media for slow learner children in order to improve the quality of slow learner children's learning during distance learning (PJJ). This research used qualitative research. Data collection techniques were observation, interviews and documentation studies. Data analysis techniques included data collection, data reduction, data presentation, drawing conclusions and verification. Based on the results of the analysis, the following results were obtained: (1) The subject teacher in making a learning plan did not differentiate between the slow learner and the regular child, but still paid attention to the characteristics of the slow learner. (2) in implementing the distance learning process remained the same as for normal children. Models, methods, learning media were the same, namely by using online media with the same time duration as normal children, but for slow learners there is an additional 2 hours of learning time for every two weeks through face-to-face learning activities ( Offline) and accompanied by a Special Assistance Teacher were carried out in schools with due observance of health protocols, (3) Evaluation of the slow learners (slow learner) was still carried out by subject teachers, the results of which were a reference for the follow-up activities of Special Assistance Teachers to provide guidance
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Dissertations / Theses on the topic "Slow learning children"

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Law, Yu-hang Winifred. "Instructional strategies for children with learning difficulties in the regular secondary classrooms : views of secondary school teachers /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B16121569.

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Leung, Chi-hung, and 梁智熊. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956543.

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Leung, Chi-hung. "A study of the relationship between self-concept of mild grade mentally retarded and their family acceptance." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1368663X.

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Li, Ying-ha Daisy, and 李影霞. "Stimulating early language in young developmentally delayed children: the effectiveness of a languageintervention programme using a parent group training model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956634.

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Wong, Tsui-ting Peony. "Late talkers in Cantonese the productive language outcome and the relationship between phonetic development and lexicon size /." Click to view the E-thesis via HKU Scholars Hub, 2003. http://lookup.lib.hku.hk/lookup/bib/B38890902.

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Thesis (B.Sc.)--University of Hong Kong, 2003.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 2003." Includes bibliographical references (p. 28-30) Also available in print.
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Li, Ying-ha Daisy. "Stimulating early language in young developmentally delayed children : the effectiveness of a language intervention programme using a parent group training model /." [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13671583.

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Law, Man-shing. "Social status and friendship patterns among students with learning difficulties." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14777794.

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Williams, Thomas Edwin. "A multimodal approach to the assessment and treatment of children with learning difficulties." Thesis, Connect to e-thesis, 1987. http://theses.gla.ac.uk/662/.

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Thesis (Ph.D.) - University of Glasgow, 1987.
Ph.D. thesis submitted to the Department of Psychology, Faculty of Information and Mathematical Sciences, University of Glasgow, 1987. Includes bibliographical references. Print version also available.
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Law, Yu-hang Winifred, and 羅汝珩. "Instructional strategies for children with learning difficulties in the regular secondary classrooms: views ofsecondary school teachers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958758.

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Landis, Brenda Coldren. "Training secondary LD students in the use of semantic maps : effects on prose recall." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/441107.

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The purpose of this study was to determine if instructing secondary learning disabled students in how to use semantic maps and requiring the students to use semantic maps to study a passage would affect the recall of the passage after a 24 hour delay. An attempt was also made to determine if using a sequential list of the main points of the passage would affect delayed recall in the same positive way as did the use of the semantic maps. Four secondary learning disabled students who evidenced difficulty in recalling prose material after a 24 hour delay were selected for this study.A multiple baseline design across subjects using a multiple probe technique was used in this study. During baseline, students read a prose passage and were told to study it as they usually studied for a test since they would be asked questions about the passage the following day. Twenty-four hours later students were read 10 short-answer questions and their answers were recorded. Each student was in turn trained to use a semantic map to study a prose passage after reading it. When students exhibited Proficiency in using the semantic maps, daily assessments ofrecall were again made. Results showed that each of the four students recalled substantially more items when using the semantic map than during baseline.A changing elements design was then used to determine if using a sequential list of the main items from the passage would result in the same high recall scores which resulted from using the semantic maps. The results from this part of the study were inconclusive.It was concluded that training in the use of semantic maps and the requirement that a semantic map be used for study, resulted in increased recall for the secondary leaning disabled students in this study. The question of whether some other organizational format would be as effective as the use of the map needs further investigation.
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Books on the topic "Slow learning children"

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Florida Diagnostic and Learning Resources System/South. and Dade County Public Schools, eds. Working with the slow learner. Miami, FL: Dade County Public Schools, 1990.

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Implications of Technological Advances for Special Educational Services (Conference) (1985 Rochester, Minn.). Understanding learning disabilities: International and multidisciplinary views. New York: Plenum, 1985.

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Lawrence, Peter. Understanding child intelligence: A unique guide to children's learning disabilities. London: Robinson, 1989.

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Peter, Lawrence. Is my child stupid?: A parent's guide to the understanding of specific learning disabilities - including dyslexia. Penzance: United Writers, 1988.

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Owen, Elwyn. Canfod yn ein cynefin. Aberystwyth: CanolfanAstudiaethau Addysg, 1994.

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Jadwiga, Włodek-Chronowska, and Uniwersytet Jagielloński Instytut Pedagogiki, eds. Terapia pedagogiczna. Kraków: Nakł. Uniwersytetu Jagiellońskiego, 1991.

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Branwhite, Tony. Designing special programmes: A handbook for teachers of children with learning difficulties. London: Methuen, 1986.

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Clive, Hodder, Waligun Jim, Willard Mary, and Ontario Ministry of Education, eds. Handbook for teachers of students with learning disabilities. [Toronto, Ont.]: Ministry of Education, 1986.

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Education, Ontario Ministry of. Handbook for teachers of students with learning disabilities. [Toronto, Ont.]: Ministry of Education, 1986.

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Lawrence, Peter. Is my child stupid?: A parent's guide to the understanding of specific learning disabilities - including dyslexia. Penzance: United Writers, 1988.

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Book chapters on the topic "Slow learning children"

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Mansor, Marzita, Wan Adilah Wan Adnan, and Natrah Abdullah. "Slow Learner Children Profiling for Designing Personalized eBook." In Learning and Collaboration Technologies. Designing and Developing Novel Learning Experiences, 302–11. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-07482-5_29.

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Diano, Federico, Fabrizio Ferrara, Alessia Rosa, and Michela Ponticorvo. "Diligo 2.0: A Pilot Study for the Use of a Mobile App to Assess School Readiness." In Psychology, Learning, Technology, 96–102. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15845-2_6.

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AbstractDiligo 2.0 is a mobile app designed as a serious game to assess spatial and numerical cognition as key elements of the school readiness concept in association with a preference for slow and fast thinking strategies. School readiness is a key concept for the future development of cognitive and emotional abilities of children, and it is highly correlated with academic success. The app is also focused on evaluating a preference for slow or fast thinking activities. The Diligo 2.0 app has been developed for Android platform and has been distributed in two Italian schools as a pilot study with 44 children. Usage data have been collected and are discussed in this paper to show possible directions for this kind of digital tool both for assessment and for training children's abilities.
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Indarsari, Milda Sofia, and Arief Cahyo Utomo. "The Use Repetition and Feedback Methods in Supporting the Learning of Slow Learners Children." In Proceedings of the 7th Progressive and Fun Education International Conference (PROFUNEDU 2022), 176–85. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-71-8_19.

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Yedra, Rubén Jerónimo, María Alejandrina Almeida Aguilar, Gerardo Arceo Moheno, Eric Ramos Méndez, Kristian Armando Pineda Castillo, and María Evilia Magaña. "Didactic-Disruptive: Technological Tool for Children Who Present Slow Learning of Basic Arithmetic Operations." In Perspectives and Trends in Education and Technology, 373–82. Singapore: Springer Nature Singapore, 2023. http://dx.doi.org/10.1007/978-981-99-5414-8_34.

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Dioso-Lopez, Rozanne. "Slow Education From a Homeschooling Perspective." In Global Perspectives on Home Education in the 21st Century, 49–64. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6681-7.ch004.

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This chapter explores one mother's perspective on homeschooling when there are no time constraints to learning. Home education provides an alternative to this fast-paced lifestyle. It is an antidote to a system that rewards conformity and provides stress to families and children. The home is where slow learning can thrive, thereby encouraging individuality, creativity, and curiosity. By abandoning the rush, families adapt to a natural rhythm for learning. Traditional education systems, mechanistic in their mass distribution design, have transformed learning into time-restricted activities, placing pressure and stress on children and families. Learning is short-term and its purpose is externally motivated. When learning is evaluated solely by quantitative measurements in a specified time period, the impetus for going deeper into a subject is eliminated or a curious interest in a subject is subverted. Mass data cannot be analyzed when individuals are assessed based on inherent qualities of true learning like transference of skills and knowledge, creativity, and curiosity.
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Mareschal, Denis, and Sam Blakeman. "Fast and Slow Learning in Human-Like Intelligence." In Human-Like Machine Intelligence, 316–37. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198862536.003.0016.

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In this chapter we review the extent to which rapid one-short learning or fast-mapping exists in human learning. We find that it exists in both children and adults, but that it is almost always accompanied by slow consolidated learning in which new knowledge is integrated with existing knowledge-bases. Rapid learning is also present in a broad range of non-human species, particularly in the context of high reward values. We argue that reward prediction errors guide the extent to which fast or slow learning dominates, and present a Complementary Learning Systems neural network model (CTDL) of cortical/hippocampal learning that uses reward prediction errors to adjudicate between learning in the two systems. Developing human-like artificial intelligence will require implementing multiple learning and inference systems governed by a flexible control system with an equal capacity to that of human control systems.
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Bjorklund, David F. "Evolutionary Mismatches in the Development of Today’s Children." In How Children Invented Humanity, 220–65. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190066864.003.0007.

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Differences between modern and ancient environments sometimes cause evolutionary mismatches. Many children are following an exceptionally slow life history strategy and as a result are safer and engage in less risky behavior than in the past (safetyism), although many are more psychologically fragile and less resilient. Excessive use of social media is associated with poorer physical and mental health, including increases in depression, anxiety, and loneliness. Today’s adolescents display hyper-individualism that emphasizes personal freedom and achievement. The relative lack of social bonding in individualistic societies is associated with increases in loneliness and mental health problems and can sometimes be exaggerated by social media use. Modern schools represent a mismatch with the environments of our forechildren. Similarly, young children’s exposure to digital media may have detrimental effects on subsequent learning and psychological development. Parents and educators can identify problems associated with evolutionary mismatches and design environments that make the lives of children happier.
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Selikowitz, Mark. "Coordination and clumsiness." In Dyslexia and Other Learning Difficulties. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780192622990.003.0017.

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Rachel is eight years old. She was slow to crawl and walk. She still cannot pedal a tricycle, fasten small buttons, or tie her laces. She is very poor at sports and is often teased by the other children for her awkward running style. She is a messy eater and washes herself and brushes her teeth with great difficulty. Her mother says that she has a poor sense of direction and still confuses right with left. Rachel’s school work is satisfactory. Her writing is untidy, but if she prints slowly it is legible. Rachel has been tested by a psychologist and found to have some visual perception difficulties, but to be of normal intelligence. Her reading, spelling, and arithmetic are in the average range. A paediatrician has examined Rachel and detected no abnormalities that can account for her clumsiness. The term ‘clumsiness’ will be used in this chapter to refer to unexplained, significant difficulties in the coordination of movement in a child of average, or above average, intelligence. This sort of clumsiness is commonly associated with other forms of specific learning difficulty, such as reading difficulty. This does not mean, however, that most children with specific learning difficulty are clumsy. Many are, in fact, well coordinated. But clumsiness is far more common in children with specific learning difficulty than in other children. Clumsiness is more common in boys and quite often runs in families. The word ‘motor’ is used for movement. Gross motor skills involve large groups of muscles responsible for activities such as walking, running, jumping, hopping, and bicycle riding. Fine motor skills involve the hands and fingers, and are concerned with activities such as writing, drawing, using scissors, and tying knots. There are a number of standardized tests of both gross and fine motor proficiency. These may be performed by a physiotherapist, an occupational therapist, or a doctor. Activities must be carefully observed to detect the presence of tremors and other unusual movements. Balance, strength, tone, reflexes, and ability to interpret certain sensations are all assessed. It is essential that rare, serious conditions associated with poor coordination are excluded by a doctor.
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Upitis, Rena. "Creating Music with Technology." In This Too is Music, 171–86. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190884956.003.0011.

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This chapter advances several ideas for using digital technologies to enable children to improvise and compose, while also cautioning that the use of these technologies should not replace the primacy of learning music through the body. The chapter opens with a retrospective examination of the digital tools that were used in a particular school thirty years ago, with an emphasis on the elements that have endured over the ensuing decades. This allows for a broad discussion about the future of digital music tools in creative musicianship. The chapter closes with a discussion of “slow music”—music learning that is approached in a reflective, mindful way, combining old and local ideas with new technologies for recording, listening, performing, and creating.
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Fonseca, Lina. "Entrepreneurship Education With Preservice Teachers." In Global Considerations in Entrepreneurship Education and Training, 162–78. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7675-4.ch010.

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The theme of entrepreneurship has been pointed out a few years ago, by international institutions, as being essential to be integrated into the school, to empower future citizens to become agents of change and improvement of living conditions in their communities. Widely understood as the ability to turn ideas into action, their integration must be done early in school and requires a change in the learning environment. This should focus on the student who has been given an essential and active role in learning. The development of entrepreneurial skills, called soft skills, slow to develop and essential to every citizen, should be done as soon as possible. This chapter aims to disseminate a methodology of entrepreneurial education applied to children from 3 to 12 years old and exemplify with projects developed in kindergarten contexts.
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Conference papers on the topic "Slow learning children"

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Rosmin, Norzanah, Fauziahnah Rosmin, and Aede Hatib Musta'amal. "Do “slow learners, pre-school children” learn number more effectively with SOBATAKA?" In 2013 IEEE International Conference on Teaching, Assessment and Learning for Engineering (TALE). IEEE, 2013. http://dx.doi.org/10.1109/tale.2013.6654488.

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Lazdina, Solvita, and Evi Daga-Krumina. "Teachers’ Beliefs about Teaching and Learning: Why is It Still a Challenge?" In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.17.

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Teachers’ beliefs influence their classroom activities and students’ involvement in learning more than knowledge or curriculum, beliefs can slow down the implementation of educational reforms, the introduction of new practices, or support it. Exploring beliefs is difficult, teachers may not be open in expressing existing beliefs, or they may be unsure of their own beliefs, replacing them with slogans that are socially acceptable narratives. The purpose of this study is to identify teachers’ beliefs that characterize student teaching, additionally evaluating how these beliefs affect teacher agency. The answers to these questions were obtained by implementing a case analysis – studying the narrative identity of all mathematics teachers of one school, while the research process is like ethnographic research, data is obtained by interviewing respondents and observing them in practical work. The belief identified as a result of the research is that the teacher’s main task is to prepare students for sufficiently high results in the mathematics exam, describing how the identity of a “good teacher” is formed, which brings with it agency – an active contribution to make it happen. The second identified belief – some students cannot study in the classroom together with the others, this demonstrates the absence of teacher agency, teachers’ responsibility for children whose learning is a challenge, these children are handed over to other agents – parents and private tutors.
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Reports on the topic "Slow learning children"

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Adeniran, Adedeji, Dozie Okoye, Mahounan P. Yedomiffi, and Leonard Wantchekon. COVID-19 Learning Losses, Parental Investments, and Recovery: Evidence from Low-Cost Private Schools in Nigeria. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/120.

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About 2 billion children were affected by school closures globally at the peak of the COVID-19 pandemic. This has led to documented learning losses while children were out of school, and an especially precarious future academic path for pupils in developing countries where learning and continued enrolment remain important issues. There is an urgent need to understand the extent of these learning and enrolment losses, and possible policy options to get children back on track. This paper studies the extent of learning losses and recovery in Africa's most populous country, Nigeria, and provides some evidence that a full recovery is possible. Using data from a random sample of schools, we find significant learning losses of about .6 standard deviations in English and Math. However, a program designed to slow down the curriculum and cover what was missed during school closures led to a rebound within 2 months, and a recovery of all learning losses. Students who were a part of the program do not lag behind one year later and remain in school.
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Adeniran, Adedeji, Sixtus C. Onyekwere, Anthony Okon, Julius Atuhurra, Rastee Chaudhry, and Michelle Kaffenberger. Instructional Alignment in Nigeria using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), September 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/143.

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Abstract:
Systematic, quantitative evidence on education system coherence is limited. Prior research has indicated alignment of instructional components, such as curriculum standards, assessments, and teachers’ instruction, is important for children’s learning. This study uses the Surveys of Enacted Curriculum methodology to investigate alignment of instructional components in Nigeria's primary education system. The study analyzes curriculum standards, national exams, and classroom instructional content for mathematics and English language across all six primary-level grades. We find that key foundational mathematics and English language skills are covered by all three components, with some notable omissions on the end-of-cycle English language exams. All three components give high emphasis to the low cognitive demand processes of ‘memorize’ ‘perform’, and ‘demonstrate’, and give very low emphasis to the more demanding cognitive processes of ‘analyze’ and ‘apply to non-routine situations’. Both the curriculum standards and classroom instruction depict a slow pace of content progression across grades, manifested through broad but shallow content coverage. The high alignment suggests the potential for a well-functioning education system, however, low student performance in mathematics and English language exams suggest otherwise. The findings suggest the Nigerian primary education system may be operating in a low-achieving equilibrium in which the system is aligned for low levels of cognitive demand and student mastery.
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