Department of Education officials now refer to the law by its generic name, the Elementary and Secondary Education Act, and Education Secretary Arnie Duncan hopes that the next version, now pending before Congress, will offer school districts a variety of incentives for having students demonstrate significant year-to-year progress.
The fourth year students also demonstrated significant elevation of risk for all other measures of LBP (lifetime, 12-month, one-month as well as one-week prevalence).
When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment.
Results showed that while students in both classes demonstrated significant learning gains, the gains were significantly greater for students in the game-based classroom.
Students in the experimental group demonstrated significant gains in conceptual understanding and student self-efficacy, although students in the high-performing control group continued to outscore students in the experimental group.
Technology enhanced classroom students demonstrated statistically significant increases in student engagement and improved academic achievement.
Senior students demonstrated a significant improvement in their confidence in providing feedback and insight into their own learning (P < 0.001).
These students demonstrated a significant improvement in their responses to feeling confident about providing feedback (pre mean = 7.3/10, post mean = 8.6; P <0.001), having insight into what it is like to be a physiotherapy patient (pre mean = 6.9/10, post mean = 8.4; P <0.001), and an understanding of what it takes to be an effective peer-mentor (pre mean = 7.3/10, post mean = 8.3; P <0.001).
Graduate accounting students with auditing experience demonstrated significant understanding of the predicted relationships.
In a pretest/delayed posttest design, middle and high school students, both male and female, demonstrated significant gains on measures of content knowledge and attitudes toward science.
