Report
The Effects of Microlearning Lessons on Test-Taking Strategies for Second-Grade and Third-Grade Students' Academic Achievement and Confidence: A Pilot Program
| Τίτλος: | The Effects of Microlearning Lessons on Test-Taking Strategies for Second-Grade and Third-Grade Students' Academic Achievement and Confidence: A Pilot Program |
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| Γλώσσα: | English |
| Συγγραφείς: | Nicole Kristine Holladay |
| Πηγή: | Online Submission. 2026Ed.D. Scholarly Research Project, Bradley University. |
| Peer Reviewed: | N |
| Page Count: | 110 |
| Ημερομηνία έκδοσης: | 2026 |
| Τύπος εγγράφου: | Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Early Childhood Education Grade 2 Primary Education Grade 3 |
| Descriptors: | Elementary School Students, Grade 2, Grade 3, Computer Assisted Testing, Digital Literacy, Testing, Intervention, Learning Activities, Electronic Learning, Learning Modules, Feasibility Studies, Academic Achievement, Self Esteem |
| Περίληψη: | The pilot program sought to determine the feasibility of a full-scale study on the impact of microlearning lessons on second- and third-grade students' academic achievement and confidence related to computer-based assessments. Grounded in a mixed methods, action research design, the study aimed to evaluate both the effectiveness and feasibility of implementing microlearning lessons. Data was collected through pre-, interim-, and post-assessments, student surveys, and researcher field notes to allow for triangulation of quantitative and qualitative findings. Participants included five second- and third-grade students, four of whom completed the full study. The intervention consisted of short, targeted microlearning lessons focused on computer-based testing strategies and digital navigation skills. Findings indicated modest improvements in academic performance. Survey responses and observational data suggested increased student confidence and reduced stress indicators over time, although some improvements may be partially attributed to factors other than microlearning. Overall, the findings support the feasibility of scaling the study to a classroom-based, multi-week intervention. Microlearning lessons show potential as a supplemental instructional strategy to enhance students' test-taking skills and confidence in digital environments. The study contributes to a limited body of research on microlearning in elementary education and provides a foundation for future research exploring its long-term impact on academic achievement and student confidence. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Αριθμός Καταχώρησης: | ED680043 |
| Βάση Δεδομένων: | ERIC |
| Η περιγραφή δεν είναι διαθέσιμη |