The recent needs analysis performed in response to the observed decline in the academic performance among students identified several gaps in needs that must be closed or narrowed down to meet the education standards. In order to systematize the remediation efforts, the gaps in needs were placed in two categories: planning of the studying process and choice of studying techniques. While neither category is directly related to the academic performance of the group, it would be reasonable to expect that the improvements in both would indirectly influence the efficiency of education – in other words, the remediation will have an indirect effect on results demonstrated by the learners (Woo, 2016).
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The remediation plan utilizes the e-learning delivery method and incorporates an evaluation system intended to ensure the consistency of results, detect the possible shortcomings, and allow for timely adjustments (Rothwell & Kazanas, 2008).
The planned time frame of the remediation activity is six weeks. The teacher responsible for the implementation of the remediation event also acts as an evaluator. The evaluation will be performed once a week and will be concluded with a final evaluation in five days after the end of the remediation period. The results of the final evaluation will be used to determine the effectiveness of the activity.
Depending on the obtained results, the students will be considered as “meeting the designated expectations,” in which case the program will be deemed successful, or “failing to meet the expectations,” in which case another needs assessment would be issued to review the conclusions and identify the causes. The remediation effort will be considered successful only in the case when the evaluation of all identified categories will yield satisfactory results in the final evaluation (Piskurich, 2015).
The remediation plan will be delivered through a series of lectures and exercises published online and made available to the audience through shared access. The evaluation will be performed by collecting data from the forms submitted by the learners using an interactive testing tool and, on one occasion, a short essay sent directly to an evaluator. The e-learning delivery method is suitable both for the current scenario and the identified gap in performance for several reasons. First, since the identified gaps do not influence academic performance directly, it is logical to choose a method that does not require significant resource investment.
E-learning is considered among the most cost-effective delivery methods and is, therefore, a suitable option. Next, neither of the categories fits within the academic disciplines that are formally evaluated at the end of school year. Thus, the students would need the opportunity to adjust their learning patterns without disrupting the primary learning schedule. E-learning is an excellent choice in this regard as it provides additional flexibility and allows the participants to choose the suitable time and pace as well as prioritize topics according to their individual needs (Ahmad & Chua, 2015). Another advantage of e-learning is the convenience it offers to the instructors and consultants.
The event can be easily coordinated by introducing simple guidelines and clearly identified milestones published among the online materials, thus minimizing the pressure on the facilitator (Venkataraman & Sivakumar, 2015).
Next, the tools required for successful mastery of the topic include several digital solutions, some of which include online functionality, which adds to the consistency between the delivery method and the intended purpose of the remediation event. It should also be mentioned that the interactive means of information delivery and evaluation improve the learning outcomes, further increasing the suitability of e-learning as a preferred choice (Ahmad & Chua, 2015). Finally, its flexibility ensures that the program is easily adjusted once the indication of inadequate performance is obtained. In addition to updating the schedule and notifications on the progress made by the group, the educator can upload additional materials and edit the assessment tools once the inconsistencies or blind spots are identified by the intermediary evaluation results.
Admittedly, e-learning is known to have several disadvantages, such as the inferior student engagement rate caused by it remote nature. However, such restrictions do not constitute a serious problem in the case of a remediation targeting supplementary learning skills. In addition, these limitations are acceptable considering the time frame and the scarcity of resources.
Performance Category: Planning of Studying Process
Performance Gap: Effective Time and Information Utilization
The students are unable to organize the information necessary for independent study in a manner that ensures maximized efficiency and eliminates waste. The goal of the plan is thus to illustrate the advantages of a well-organized studying process, explain the principles of effective workspace organization, and highlight tools that offer support in the planning process.
- Display understanding of the essential theoretical justification for the organization process;
- Comprise a summary of the information received during the lecture presented in a coherent and logical manner and be able to justify the design choices made in the process;
- Select and organize the materials necessary for independent inquiry;
- Select the tools according to the type of material expected to be presented during a lecture and provide evidence of proficiency with the chosen instruments;
- Communicate with the instructor in order to determine the most appropriate planning strategies prior to the educational activity as well as to clarify the unclear elements after the event.
Performance Category: Choice of Studying Techniques
Performance Gap: Suitability of the Chosen Techniques to the Information at Hand
The students are unable to match the information left for the independent inquiry with the techniques that would yield the best result.
- Identify the most common categories of independent inquiry and explain the key strength and weaknesses of the preferred studying approaches.
- Analyze the scenarios and conclude on the most suitable choice for each situation. Justify the choice;
- Recognize skills developed by each of the chosen techniques and connect them to the academic disciplines planned for the final evaluation;
- Generate a list of recommendations intended for use as guidelines by peers who are not proficient in the matter.
The students will submit the summaries, analyses of provided scenarios, compiled guidelines, and visual aids aimed at enhancing the comprehension of the organization efforts on a weekly basis at the time identified in the assignment description as well as in the course description document.
Mobile apps that offer scheduling functionality, online document storages, free online planning tools, hand-drawn flowcharts, documents with descriptions of scenarios and forms.
The submitted materials are constructed in an accessible manner, with clear indications of main points and prioritized directions. The communication with the instructor covers the important areas and contains no redundant elements. The selected materials and tools are relevant and suitable for the identified tasks. The analyses are persuasive, logically organized, and relevant. The students display the proper understanding of the advantages offered by the studied techniques and methods.
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Ahmad, N. A., & Chua, L. N. (2015). Technology and higher education: Using an e-learning tutorial as a pedagogy for innovation and flexible learning. Malaysian Journal of Distance Education, 17(1), 21-31.
Piskurich, G. M. (2015). Rapid instructional design: Learning ID fast and right (3rd ed.). San Francisco, CA: John Wiley & Sons.
Rothwell, W. J., & Kazanas, H. C. (2008). Mastering the instructional design process: A systematic approach (4th ed.). San Francisco, CA: John Wiley & Sons.
Venkataraman, S., & Sivakumar, S. (2015). Engaging students in group based learning through e-learning techniques in higher education system. International Journal of Emerging Trends in Science and Technology, 2(1), 1741-1746.
Woo, M. H. (2016). An evaluation of the Homework, Organisation, and Planning Skills (HOPS) intervention for at-risk students and its impact on academic performance. Web.