A case study into the effects of various delivery models for additional learner support (ALS) with a basis in theoretical asssumptions of social constructivism.
The project's explored the impact of three different approaches to providing ALS - in programme (scheduled taught curriculum),; small group (outside taught sessions ) and 1:1. The first of these was existing practice. The theoretial basis was social constructivism . This was a small scale study involving 20 learners drawing on quantitative (retention, attendance and achievement) learner data and qualititative (questionnaire) data from learners and staff.
The researchers found that all forms of ALS improved attendance (above the 89%) average for the college, with the highest attendance by learners receiving 1:1 support (95%). Small group and 1:1 ALS produced higher A Level achievement with, for instance, 10 learners achieving between one (3 learners) and four (one learner) gain between first and summative assessments. Among the Learners receiving ALS in Skills for Life, 67% of those getting in-class supprt past exams first time. The other two delivery models achieved 100% first time passes. This quantitative evidenc was largely supported by the questionnaire feedback from learners and staff though some of the latter raised issues of possible misalignment between curriculum objectives and those of ALS
LSIS Research Development Fellowship