English Language Learning Progression of Higher Secondary Students of Madhya Pradesh A Study on Learning Analytics

Abstract

Though Learning Analytics (LA) is conceived as a substantial tool in higher education. Yet, it needs more empirical studies and further research, especially in early and school education and thereby improving learning outcomes. The investigation focused on the usage of Analytics-based Feedback in school education and thereby define it. The aim of the work was to explore Moodle and Google platforms as tools of LA to improve learning outcomes in English as Second Language (ESL). The objective was to study the learning progression in terms of the achievement in ESL s Basic Interpersonal Communication Skills (BICS), Cognitive Academic Language Proficiency (CALP) and overall scores of the learners in the successive trials of Class XI learners when Analytics-based Feedback is provided on the basis of performance with the help of Google forms. With Google forms, analytics was used to map the progression and performance of the learners by the teacher. Time-series design was used for the experimental study. The data were collected over a period of three months from the eighty-one students selected randomly in Bhopal city of India who enrolled in the My Learning Class (MLC) course at the Moodle platform www.learningenglish11.moodlecloud.com, and accordingly feedback and improvements were provided. Data were analysed using mean, ANCOVA and trend analysis. Results, findings and educational implications of the study have been discussed.