Retention, Achievement and Progression

Retention, achievement and progression quantitative data for all learners involved in MoLeNET projects was requested from all institutions and by the time of analysis this data had been received for nearly 5000 learners, representing around half of all MoLeNET phase one learners. Participating institutions were provided with a spreadsheet to complete which mirrored some of the fields in the LSC’s Individual Learner Record (ILR). This was used to report predicted or actual learner outcomes (depending on the data available to the institutions at the time of reporting) in terms of retention, achievement and progression.

In addition, some MoLeNET projects’ practitioner led action research explored the impact of mobile learning on retention, achievement and/or progression and some found improvements in attendance which can be an indicator of likely future retention and achievement. These reports include predicted and actual numerical data, qualitative data collected from staff and learners and anecdotal comments.

Findings from analysis of all quantitative data

Retention

A comparison of the (mostly predicted) retention data for nearly 5,000 FE college learners (approximately half of the total 2007/08 MoLeNET learners) with LSC national in year retention rates for 2006/07 suggests an improvement in retention of 8%.

Achievement

A comparison of the (mostly predicted) achievement data for nearly 5,000 FE college learners (approximately half of the total 2007/08 MoLeNET learners) with LSC national in year achievement rates for 2006/07 suggests an improvement in achievement of 9.7%.

In considering the above information it is important to bear in mind the following:

The MoLeNET figures are based on predicted not final actual Individual Learner Record (ILR) data
It has not been possible to control for the many factors other than the introduction of mobile learning which could have impacted upon retention and achievement
Some practitioner researchers and project managers reported that retention and achievement improvement strategies were running in parallel with MoLeNET
Initiatives which involve re-thinking delivery, and particularly those which involve special attention to the personalised learning needs of specific groups of learners, are likely to lead to improvements in retention and achievement whether or not these involve new technologies

However, the findings of the research carried out at project or institution level by practitioner researchers includes support for the quantitative findings.

Action research findings

Quantitative data collected and analysed at institution level by practitioner researchers in several colleges and qualitative data collected by practitioner researchers in others, via teacher interviews, questionnaires and focus groups, supports the suggestion that improvements in retention and achievement have resulted from the use of mobile technologies.

Also, qualitative data collected via lesson observations, and supported by teachers and learners responses to LSN’s surveys, suggests that mobile learning has improved the quality of teaching, resulted in better learner engagement and improved attendance. All of these effects are believed to impact positively upon retention and achievement.

Attendance

Learners’ attendance can be an early indicator of likely drop out or poor achievement. There is evidence from several projects to show that student attendance has improved in most of the courses where mobile learning has been introduced. In one case an improvement of 10% was recorded when a group supported by mobile technologies was compared with similar groups without the technology.

Progression

89% of the MoLeNET learners for whom progression data was received were progressing to further learning or employment.