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LSIS Research Development Fellowship (RDF) projects 2011-2012: Accelerate or not to accelerate that is the question?

Principal focus of the project

The project focused on two groups of adult learners (one as a control), both taught by the same tutor in numeracy, but with learning techniques adapted for learners within the test group as per Accelerated Learning recommendations. Data was collected through questionnaires, interviews, and observation.

What is this about and what were the main findings?

The project found that all learners in the test group preferred the active style of learning, and were universally more confident in areas of numeracy they identified as having struggled with. The project also found improvements in retention and attendance, although with only slight improvements for the latter. It also found increased enthusiasm and support between colleagues who took part in accelerated learning coaching programmes.

Resource form
Number of participants who worked with the project
6-20
Learners
1
Organisations
1
Staff
Name(s) of authors

Shiela V Minchin - Walsall Adult & Community College

Name of associate programmes

LSIS Research Development Fellowship

Summary

A case study exploring the impact of accelerated learning techniques on learner attendance, retention, and achievement compared to traditional techniques.

Resource Type: Report
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