Effectiveness of Literacy &amp; Numeracy Drive (LND): A Students' Perspective

Ishaq, Kashif; Zin, Nor Azan Mat; Rosdi, Fadhilah; Abid, Adnan; Farooq, Uzma

doi:10.1109/icic48496.2019.8966738

Cited by 13 publications

(12 citation statements)

References 40 publications

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“…The mobile phone allows pupils to learn quickly to develop their language comprehension skills. Besides, a significant improvement in pedagogical methods was brought about by integrating smartphone apps and games with the curriculum, thus enabling the students to learn freely in time, space and motivation on an individual basis ( Ishaq et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

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Learning a new language is a challenging task. In many countries, students are encouraged to learn an international language at school level. In particular, English is the most widely used international language and is being taught at the school level in many countries. The ubiquity and accessibility of smartphones combined with the recent developments in mobile application and gamification in teaching and training have paved the way for experimenting with language learning using mobile phones. This article presents a systematic literature review of the published research work in mobile-assisted language learning. To this end, more than 60 relevant primary studies which have been published in well-reputed venues have been selected for further analysis. The detailed analysis reveals that researchers developed many different simple and gamified mobile applications for learning languages based on various theories, frameworks, and advanced tools. Furthermore, the study also analyses how different applications have been evaluated and tested at different educational levels using different experimental settings while incorporating a variety of evaluation measures. Lastly, a taxonomy has been proposed for the research work in mobile-assisted language learning, which is followed by promising future research challenges in this domain.

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Section: Introductionmentioning

confidence: 99%

“…)(Lin, 2014) (Chang et al, 2013) (Ishaq et al, 2020b;Ishaq et al, 2019) mostly used. Many applications did not use any model or Framework as the base for the purpose.…”

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confidence: 99%

Mobile-assisted and gamification-based language learning: a systematic literature review

Ishaq

Zin

Rosdi

et al. 2021

PeerJ Computer Science

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“…LND an initiative of Government of the Punjab, Pakistan: Keeping in view the benefits of M-learning, The Government of Punjab initiated a mobile-based learning application named Literacy and Numeracy Drive (LND) for the learning and assessment of public sector school students of grade 03. This project was launched in 2015, in whole province of Punjab having 36 Districts, in which 52,394 public sector schools, 403,172 teachers and 12,268,981 students enrolled [41] to eliminate the old-fashioned procedures of large scale pupil assessment such as Punjab Examination Commission (PEC) are expensive, occasional, and complex [58].…”

Section: Ubiquity and Accessibility Of Mobile Phone And Internetmentioning

confidence: 99%

Usability of Mobile Assisted Language Learning App

Ishaq¹,

Azan²,

Rosdi³

et al. 2020

IJACSA

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The aim of this study is to evaluate the usability of Mobile Assisted Language Learning i.e. Literacy and Numeracy Drive (LND) which is smartphone application to learn language and mathematics in public sector primary schools of Punjab, the biggest province of Pakistan. In this study, usability tests were conducted which included surveys of questionnaires from teachers and students. The user experience, reliability, and performance of mobile application assessed, along with user satisfaction. The LND mobile application has not been found to be successful, with a poor user interface and requires improvement. The "Using Experience," "Ease of Use" and "Usefulness" variables have been the lowest scorers in terms of user experience. Mobile device specifications were not simple and confusing; the services provided by the LND were not appealing and effective for students or teachers. This research suggested several improvements in the usability and functionality of this LND application based on assessed user experience. Many schools have chosen to use mobile apps for the teaching and evaluation of language at school. The use of mobile-assisted learning at public sector schools in Punjab, invites us to gauge the usability and effectiveness of this approach at such a huge scale which will make it more effective.

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“…2) The Assessment Process of LND: The Monitoring and Evaluation Assistants (MEAs) have been trained to select 7-10 students of grade 3 randomly and to give them the spot test on their own tablet. For the particular grade, theme and key student learning outcome (SLO), MEA ask random questions from established question bank from the randomly selected students to complete the assessment process [78]. Across the province of Punjab, there are more than 52000 public sector schools in which this assessment is conducted on a monthly basis by asking 07 questions in total from every student.…”

Section: A Preliminary Section 1) Literacy and Numeracy Drive (Lnd)mentioning

confidence: 99%

“…This process takes less than 05 minutes for each student and approximately 329,000 students are evaluated monthly. According to [53], 6.7 million evaluations have been conducted till now by the MEAs and this data is uploaded on the official portal for the analysis to the educational administrators via SMS and also online dashboard whereas, the monthly assessment result is available for free for every school in every sub-division of all the districts in Punjab province for their information [78] [80].…”

Section: A Preliminary Section 1) Literacy and Numeracy Drive (Lnd)mentioning

confidence: 99%

Usefulness of Mobile Assisted Language Learning in Primary Education

Ishaq¹,

Azan²,

Rosdi³

et al. 2020

IJACSA

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Literacy & Numeracy Drive (LND) is a mobile application that is used in public sector primary schools in Punjab province, Pakistan to teach students of Grade 03 on a tablet for learning languages and Mathematics. Persons designated the role of a Monitoring & Evaluation Assistant (MEA) visit every school allocated by authorities once in a month and select 07-10 students randomly to evaluate them on his own tablet by asking multiple questions related to English, Urdu and Mathematics. After the evaluation, MEA has to upload the result on the official portal for the respective school. This study aims to evaluate the effectiveness of LND for its usefulness, usability, accessibility, content, and assessments by involving students and teachers using this application in different schools. A mixedmethod study has been adopted in which 57 teachers and nearly 300 students from different locations of the district and from different schools have been selected, to measure the effectiveness of LND and evaluate the effectiveness with the help of interviews and questionnaires. The result reveals, in its current form, the LND application is not effective and needs improvement in usability, design, content, accessibility, infrastructure, and assessment. Furthermore, teachers recommend that game-based learning consists of an interactive interface, phonics, animations. As the more interactive and attractive presentation of the content and variations in the assessment may increase students' involvement and will make this application more effective and will produce good results.

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Effectiveness of Literacy & Numeracy Drive (LND): A Students' Perspective

Cited by 13 publications

References 40 publications

Mobile-assisted and gamification-based language learning: a systematic literature review

Mobile-assisted and gamification-based language learning: a systematic literature review

Usability of Mobile Assisted Language Learning App

Usefulness of Mobile Assisted Language Learning in Primary Education

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