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As a result of a pilot of this program, we observed gains in content knowledge by youth participants.
Additionally, as the programmatic model deploys undergraduates as mentors/teachers of the program, we also observed gains by the undergraduate mentors through self-reported gains in content knowledge, preparedness, organizational skills, and engagement.
Compared to students in traditional lecture-based settings, researchers report that PBL students in K-12 settings demonstrate increased positive attitudes toward learning (Morrison, Mcduffie, & French, 2014), are more self-directed (Deur & Murray-Harvey, 2005), and have greater learning gains in content knowledge assessment (Boaler, 2002; Holm, 2011).
Participating teachers have also shown gains in content knowledge when taking similar types of assessments.
No relationship was found between gains in content knowledge and study group use.
In this study, we found no relationship between student gains in content knowledge or exam performance and study group usage.
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Since 2008 there have been gains in all content areas (yay!) but not in writing (boo!).
An effect size of 1.6 shows that the treatment teachers made very large gains in their content knowledge versus comparison teachers.
Both majors and nonmajors in this study made learning gains in genetics content.
Students also appear to show the largest gains in disciplinary content knowledge (Table 2).
We gauged perceived gains in: 1) content knowledge and 2) confidence with skills.
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Justyna Jupowicz-Kozak
CEO of Professional Science Editing for Scientists @ prosciediting.com