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This report finds that in developing countries over the past 15 years, high priority was accorded to increasing enrolments in primary schools, but much less attention was directed to the crucial issue of whether children are learning adequately. The report recommends that countries, the World Bank and development partners give the same emphasis to learning outcomes as to access, so that the world's increasing investments in primary education have a far greater impact on poverty reduction and national development. The World Bank is the largest provider of external financial support to education in developing world. Since 1963, it has transferred about US$36.5 billion for education, over $14 billion of which has been for primary education. Its current lending portfolio consists of about 143 operations in 88 countries amounting to US$8.4 billion. (DIPF/Orig.).

PurposeThe purpose of this paper is to present a survey study that analyzes mobile learning through students’ opinion regarding the use of mobile devices for learning, including their advantages and difficulties, as well as the educational value of a specific mobile learning strategy, reified in the EduPARK game, after an experience of exploring it in formal and non-formal educational contexts.Design/methodology/approachThis paper comprises a survey study where mobile learning is analyzed through the eyes of 244 students attending the second or third cycles of basic education. The acknowledged advantages and difficulties of the use of mobile devices for learning, as well as the educational value and usability of a specific mobile learning strategy, using the EduPARK app and game, were analyzed.FindingsResults revealed that most students owned a mobile device and were able to use them to learn. They had a positive perspective regarding mobile learning and valued the advantages of being easy to find up-to-date information, motivating for learning and easy to carry along. Difficulties are related to the use of mobile devices, such as requiring an internet connection, its slowness and prohibition of mobile devices in schools. The EduPARK game achieved an average educational value scale of 83.8 and an average system usability scale of 80.2, indicating its high educational value and usability for students.Originality/valueThis paper presents empirical evidence regarding the effectiveness of the integration of mobile game-based augmented reality approaches in basic education to promote students’ learning. It also includes an example of excellent cross-subjects educational materials comprising a very useful tool for teachers and students to explore scientific knowledge by accessing appealing information on biological and historical references of a local urban park.

Declarative and procedural knowledge are important behaviors to teach when training staff. This study examined the training of staff declarative and procedural knowledge about a representative staff task—the Assessment of Basic Learning Abilities (ABLA), a behavioral assessment that measures an individual’s ability to learn an imitation and five two-choice discrimination skills. The ABLA was taught to 12 senior tutors of a behavioral intervention program for children with autism. The training intervention involved the senior tutors passing mastery-based unit tests and watching instructional videos related to the ABLA. The two training components were delivered by computer-aided personalized system of instruction (CAPSI). A multiple baseline design across two training sequences (see Martin & Pear, 2019, pp. 46–49), with a reversed order of the two components, was used to monitor the changes of the senior tutors’ performance on declarative and procedural knowledge. The results indicated that all senior tutors gained both types of knowledge substantially. In addition, differential contributions of the components to training effects were observed, i.e., passing unit tests was more effective in developing declarative knowledge while watching videos was more effective in developing procedural knowledge. It is recommended that when training staff efforts be made to teach both types of knowledge—because they represent different behavioral repertoires—as opposed to assuming that it is sufficient to teach only one of these repertoires.

Education is one of the most important drivers of the development of individuals and societies. It not only has powerful implications for the creation of human capacity, but also helps people realize their full potential and expand their connections with the world. Economic analyses repeatedly demonstrate that education gives a high economic return within the life - span of an individual and is a key factor underlying the economic growth of nations. Viewed from these perspectives, the decision at the turn of the millennium of governments and development partners to pursue the goal of Education for All (EFA) was not only an important contribution to one sector, but the launch of an endeavor with major implications for the future of humanity. The early perception of the goal of EFA was that all children should have access to education-every child should be able to exercise the right to go to school. This limited goal soon broadened to address the quality of the education that a child received at school and the factors that ensured the child was able to stay in school long enough to learn enough. These additional objectives have expanded the goal of EFA, so that it now aims to ensure that every child has the opportunity to complete an education of good quality, although definitions of quality and completeness remain under discussion. The question now is not whether school health and school feeding programs are necessary to EFA, but how they can be implemented at meaningful scale in the poorest countries, which need them the most.

The main goal of this investigation was to determine the influence of the family contextual variables on children's basic learning skills. Basic abilities tests for children's academic learning were administered to a sample of 447 children aged three, four, and five years in preschool education. The parents completed the questionnaire, which collected data about the structural variables of the family context: family structure, educational level, occupational activity, cultural resources available in the home, and monthly family income. Univariate analyses of variance were performed. The parents' educational level and some of the variables of cultural resources, such as access to the Internet, influence the basic abilities of the participants. This study indicates that structural variables condition family resources of a dynamic nature, and these are significant variables for academic achievement.

Las relaciones en la infancia son fundamentales para que los estudiantes alcancen su desarrollo integral. En cambio, a veces estas relaciones son deficitarias, como ocurre con aquellos que son rechazados por sus compañeros/as, fenómeno que afecta aproximadamente a un 10-15% del alumnado. Este problema, además de ser muy incapacitante por su cronicidad, es complejo de detectar por los adultos lo que provoca un retraso en medidas de prevención e intervención. Este estudio presenta la situación de rechazo entre iguales que encontramos en una muestra de 44 alumnos/as de educación infantil, de dos aulas y centros diferentes, en los que se forma a sus tutoras, para poner en práctica estrategias docentes bajo un programa piloto destinado a la mejora de la competencia socioemocional y ambiente del aula para reducir el rechazo entre iguales. Los resultados dan indicios de que la realidad de muchos alumnos y alumnas que sufren rechazo puede mejorar con la aplicación de estrategias docentes y actividades prácticas, siendo las mismas valoradas de forma positiva en los resultados de las encuestas docentes. Este estudio y los datos obtenidos llevan a una mejora del diseño del programa para aumentar la prevención y reducción del rechazo entre iguales en educación infantil de una muestra más amplia con una intervención más intensiva.

Computer technology has become an integral part of physical education, yet there have been few studies exploring the use of multimedia technology in the instruction of Physical Education. The purpose of this study was to investigate if multimedia technology affected the learning of basic ballet skills. A total of 32 female students, mean age 18.1 years, studying at the Faculty of Physical Education Zagazig university were divided into two groups. The experimental group comprised 16 students. Participants in this group participated in a ballet class with multimedia technology for six weeks. Group two participated in the ballet class with the traditional method as the control group. Parameters assessed height, weight, age, and academic level. All participants were free of any disorders known to affect performance, such as bone fractures, osteoporosis, diabetes, or cardiovascular disease. Participants reported no use of anti-seizure drugs or alcohol. In addition, all participants were fully informed of the aims of the study, and gave their voluntary consent prior to participation. The measurement procedures were in accordance with ethical human experimentation. All statistical analyses were calculated with the SPSS statistical package. Results indicated significant differences between the two groups in learning the basic skills and levels of knowledge of ballet. Applying the proposed educational program meant using multimedia to teach basic ballet skills to second-year female students enrolled in the Faculty of Physical Education

Introduction: Whilstmany studies have explored various learning models in physical educa-tion, their implementation often pays little attention to the development of affective abilities, including the lack of grouping affective skills into different levels. Objective: Therefore, the current work is aimed at analyzing how different learning models af-fect the learning progress of basic soccer techniques at different levels of self-efficacy ability. Methodology: This study applied a two-way factorial experimental design, dividing learning methods into two groups: peer tutoring and demonstration. In addition, the motor ability level was divided into two categories: high and low. A total of 60 junior high school students, grade 7, were selected through cluster random sampling to participate in the study. The participants in this study were divided into four groups that received treatment for about six weeks. Data regarding self-efficacy ability were collected through a self-efficacy scale, while data regarding basic skills in soccer were taken from the Johnson soccer test, including passing, dribbling, and shooting. Afterwards, the data were analyzed using two-way factorial ANOVA and followed by Tukey's post-hoc test. Results: The results shows that the modeling-based inquiry learning model resulted in higher learning levels than the inquiry learning model (P < 0.05). In addition, there was a significant interaction between the two learning models and the level of self-efficacy ability (P < 0.05).Conclusions:Finally, the modeling-based inquiry learning model proved to be more effective than the inquiry learning model for students with high self-efficacy ability level (P < 0.05) Introducción: Muchos estudios han explorado varios modelos de aprendizaje en educación fí-sica, pero su implementación a menudo presta poca atención al desarrollo de las habilidades afectivas, incluida la falta de agrupamiento de las habilidades afectivas en diferentes niveles. Objetivo:Por lo tanto, el propósito de este estudio es analizar cómo los diferentes modelos de aprendizaje afectan el progreso del aprendizaje de las técnicas básicas del fútbol en diferentes niveles de capacidad de autoeficacia. Metodología: Este estudio aplicó un diseño experimental factorial de dos vías, dividiendo los métodos de aprendizaje en dos grupos: tutoría entre pares y demostración. Además, el nivel de habilidad motora se dividió en dos categorías: alto y bajo. Un total de 60 estudiantes de secun-daria, grado 7, fueron seleccionados a través de un muestreo aleatorio por conglomerados para participar en el estudio. Los participantes en este estudio se dividieron en cuatro grupos que recibieron tratamiento durante aproximadamente seis semanas. Los datos sobre la capacidad de autoeficacia se recopilaron a través de una escala de autoeficacia, mientras que los datos sobre las habilidades básicas en el fútbol se tomaron de la prueba de fútbol de Johnson, inclui-dos los pases, elregate y el tiro. Posteriormente, los datos se analizaron utilizando ANOVA fac-torial de dos vías y seguido de la prueba post-hoc de Tukey. Resultados:Los resultados muestran que el modelo de aprendizaje basado en la indagación re-sultó en niveles de aprendizaje más altos que el modelo de aprendizaje basado en la indagación (P < 0,05). Además, hubo una interacción significativa entre los dos modelos de aprendizaje y el nivel de capacidad de autoeficacia (P < 0,05). Conclusiones: Además, el modelo de aprendizaje basado en la indagación demostró ser más eficaz que el modelo de aprendizaje basado en la indagación para estudiantes con un alto nivel de capacidad de autoeficacia (P < 0,05)

The present study investigated the relative contributions of experiential and ability factors to second language (L2) passage comprehension and L2 vocabulary retention. Participants included a cross section of 99 adult learners of Spanish as a foreign language enrolled in beginning through advanced level university Spanish courses. Participants completed a standardized reading proficiency test (Adult Basic Learning Examination, Spanish version) to verify a range in proficiency, a checklist and translation passage sight vocabulary test, and a written recall in the native language of the 4 passages that were read. Vocabulary retention was measured at 2 time intervals by a multiple-choice test of receptive retention of meaning of targeted vocabulary. Data were analyzed using structural equation modeling (SEM). Results revealed consistent support for the following model: (a) Language processing experience positively influenced L2 passage sight vocabulary; (b) L2 passage sight vocabulary positively influenced narrative passage comprehension; and (c) L2 comprehension positively influenced L2 vocabulary growth.

During the school year, we used three basic movement teaching methods, including manual dexterity (rolling, catching, throwing), walking, running, jumping, balance, climbing and crawling, that the children did not study previously. Each training method was used with girls and boys who had ambidexterity, left and right handedness who were from 3 years old to 3 years, 5 months and 29 days. We determined the effectiveness of training for achieving a high level of mastery (capitalization of freedom of degrees or CDF) only for those students with manual dexterity. Our data showed that the results were independent of sex or handedness. Two of the training methods included movement repetition by each hand (foot, left, right), but a different sequence was more effective than repetition of movement only by the leading hand (foot direction). More movements of the CDF level were achieved by first performing non-conductive hand (foot, non-conductive direction) movements to achieve an exploration level of freedom degrees (EDF), which then lead to CDF formation but with alternate implementation of the arm and conductive hand. After the most effective method of teaching was used, girls with ambidexterity, right and left handedness achieved CDF levels of 3, 2 and 5 movements, respectively, and boys achieved 4, 3 and 4 movements, respectively. Girls made the same two movements (to throw the ball to the instructor with both hands from chest and throw objects at a distance using both hands alternately), and the boys made three (throwing objects towards horizontal and vertical targets and at a distance with both hands alternately). Using the most effective methods of learning basic movements with four-year-old children, one can achieve the best results for the CDF formation for movements of manual dexterity, and in the longer term, the development of motor function at a higher level.