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This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses.
It is generally known that one of the most important factors affecting learning is what a learner already knows, or in other words, a learners' prior knowledge is the most important pre-requisite for learning [ 13, 35, 36].
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A vast proportion of the teachers (42%) reported students' attitudes towards their academic training as the most important factor affecting learning in the field of gerontology, followed by their lack of previous education (36%).
A vast proportion of the teachers (42%) reported students' attitudes towards their academic training as the most important factor affecting learning in the field of gerontology, whereas students reported that the main problems of education in gerontology were theoretical (32%) and methodological (28%).
Our ability to understand the complex factors that affect learning depends on having sensitive and powerful analytic tools.
Consequently, a longitudinal study that allows the comparison of the same students at various ages may provide a detailed and accurate account of the various factors that affect learning (White and Arzi 2005).
The student need index, which analyzed test scores, dropout rates, gun violence, asthma and eight other factors that affect learning, found that the neediest schools were concentrated in South and East Los Angeles, along with the Pacoima area of the San Fernando Valley.
The "student need index," which analyzed test scores, dropout rates, gun violence, asthma and eight other factors that affect learning, found that the neediest schools were concentrated in southern and eastern Los Angeles, along with the Pacoima area in the San Fernando Valley.
Our results suggest that one or more of these latent factors, which affect learning but not motivation, can influence metabolic stress resilience — causing learning scores and survival times to correlate independent of the gustatory responsiveness of the bees.
If knowledge and acceptance of evolution and understanding of NOS are in fact causally associated with one another, then learning one factor would affect learning of another factor.
Factors affecting students' learning are learning process, contents, theory and teachers' learning management.
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