This research project sought to develop and test innovative resources and activities through technology, in order to improve learner knowledge and understanding of punctuation in Functional Skills English.
The project focused on tracking the progress of two groups of learners, one using a new technology-based punctuation lesson plan, and another using the original lesson plan as a control group. The researcher used a series of questions answered before and after a lesson to determing improvements made within the groups.
The project found that there was minimal difference in the learning distance travelled by both groups, with the group using the new technology based delivery making a small, but not statistically significant, improvement to the control group. The group using the new technology-based delivery reported higher enjoyment and engagement with the lessons, and found the lessons to be more effective, despite this contrasting with the quantitative results.
emCETT