Retention, Achievement and Progression
Retention, achievement and progression
quantitative data for all learners involved in MoLeNET projects is
requested from participating college. In year one this data was received
for nearly 5000 learners, representing around half ofl MoLeNET phase
one learners. Participating institutions were provided with a
spreadsheet to complete which mirrored some of the fields in the 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 quantitative data
In year one 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 suggested an improvement in learner retention of 8%.
In year two the equivilent comparison for a sample of 7636 learners suggested am improvement in learner retention 7.8%
In year one a comparison of the (mostly predicted) overall
achievement data ( including achieved and partial achievement ) 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 suggested an improvement in achievement of 9.7%.
In year two the equivilent comparison for a sample of 7636 learners suggested an improvement in overall achievement of 13.4%
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
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
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
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.
89% of the MoLeNET learners for whom progression data was received were progressing to further learning or employment.