• Description

Description

The target of this study is a public primary school in Portsmouth, Hampshire, comprising nearly 250 pupils across various socio-economic backgrounds. English grammar has been identified as an area of concern during the teachers' assessments; therefore, a new method of grammar practice exercises was introduced for a trial period of one academic year.

These study habits have been facilitated into the existing systems through technology-based learning and homeschool teachers in Florida digital platforms, making them readily accessible. For instance, apps with spaced repetition algorithms are used to optimize the timing of learning and relearning, thereby amping efficiency. Similarly, online learning resources foster a visually abundant learning environment, enabling dual coding more effectively. Study habit trackers also encourage metacognition by helping children understand their unique learning patterns and styles.

Six months after the start of the program, the progress was evaluated.