The Impact of E-Learning on Academic Performance Assignment | Essay Help Services

Reminder of the key principles Your work on this module is built on the principles of ‘action research’. This is a cyclical and reflective process that is conducted in a specific research context (yourownclassroom) Action research follows a distinct pattern but given that each of you will construct a different project, there really is no set blue print to follow as far as the inner workings of the design are concerned This module is about YOU and your professional development as a teacher. It is designed to improve your teaching, knowledge, and ability to conduct research on your own teaching. ———————– I have included more thorough instructions in a PDF file, and a rejected essay that did not receive passing marks. I need an essay on E-Learning. Please keep in mind that it has to be written from the perspective of my current school – Qingpu Pinghe Bilingual School, and the current grade that i teach, grade 7, which is located in Shanghai. This needs to be a hypothetical action research essay. No data needs to be collected because of corona virus. You can up fictional names of students from my school if you need to include

The Impact of E-Learning on Academic Performance

Yi-An Wang

University of Sunderland

EDPM97 – Negotiated Individual Study in Education

Professor Simon Shear

May 10, 2020

 

 

 

 

 

 

 

 

 

INTRODUCTION

When a school uses information and communication technologies to enhance learning and teaching processes, it has already embraced e-learning. It comprises the use of radios and televisions, learning management systems, cell phones, tablets, personal computers, and, of course, web sites (Boateng et al., 2016). E-learning is a simple description of areas related to technology directions, web-based instructions, and the internet. In the fields of skills development, practical learning, and teaching, one of the most significant strategies to learn today is, without doubt, e-learning. In the modern world, web technologies have been developing massively.

In the Ashanti region and Ghana at large, the government is responsible for most of the existing secondary schools (Vallis et al., 2012). However, there are some that are controlled by foreign communities, religious bodies, pressure groups, universities, and private individuals. Both the senior and junior secondary programs are offered in most of these schools. The knowledge of ICT was unheard of for the period before the year 2000, among students in secondary schools. These were the days when learning experiences were reinforced through drawings, pictorials, and chalk and board. Hanson (2009) believes that students can contribute to similar programs simultaneously through e-learning. Besides learning, reasonable instructions have been gracing the educational systems nowadays. The instruction method becomes easy through the use of e-learning systems. It enhances the quality associated with instruction as well as a high scholarly success by students. Soleymanpour et al. (2010) further explain that schools that depend on physical interactions and face-to-face communications have poor performance as compared to those that demonstrate the outstanding application of e-learning in general.

Problem statement

The Ghanaian educational system has been in a deplorable state because the infrastructures that facilitate learning are insufficient in most regions. The necessary materials for audio-visual learning are inaccessible to many libraries in the country. The available ones are of little significance because of frequent power outages and inadequacy of skills among students and some teachers. Classroom teaching where teachers have to face students was the only strategy sometime back. Such experiences have now been improved through gadgets with the emergence of this age of technology. The traditional learning paradigm was characterized by numerous challenges that are now being compensated through modern learning approaches. The use of online instruction has been a major approach. It provides many opportunities that help to integrate and reflect various outcomes of learning. Students can replicate this practical approach to enhancing their learning because it offers e-learning experiences that are adaptive and personalized.

Research questions

The two research questions below guided the research:

1. In the Ghanaian Ashanti region, what is the effect of e-learning on the academic outcome among secondary schools’ commerce students?
2. Is information and communication technology a crucial determinant in the assessment of the academic performance of secondary students?

The study significance

The study will act as the basis for information and knowledge on how e-learning has influenced students’ performance. Policymakers will also benefit heavily from the guidelines and knowledge provided. The study is, without doubt, significant to curriculum recipients, implementers, and planners and can be a game-changer in different academic disciplines. Students can increasingly become interested in gaining knowledge and using it to find solutions to different practical life economic and social challenges if they are exposed to interactive teaching and learning based on the use of ICT.

Scope of study

The research will seek to identify the role played by e-learning to boost the performance of secondary schools’ commerce students in the Ashanti region of Ghana. ,

LITERATURE REVIEW

How useful is e-learning in boosting performance?

As reflected in both academic and scholarly reviews, there are both neutral and positive attitudes towards e-learning. Some researchers agree that both traditional and e-learning instructional strategies are equally important, arguing that there is no significant difference between the most technology-oriented and the most traditional (Akhlaghi, 2011). Some studies have extended further to reflect a predominantly positive attitude concerning the role of e-learning (Boateng et al., 2016). The existing studies seek to clarify e-learning by focusing on how prior computer skills and socio-demographic characteristics affect academic performance on an individual level.

Significant evidence links the various styles of delivering teaching to different success degrees in terms of educational performance. E-learning has a wide range of benefits to users, such as new possibilities, besides affecting the achievements of students positively in various areas of the subject matter. Electronic education has other advantages such as improved enrollments even in the poor regions, improved communication between students and teachers, easy access to instructors and gadgets that may not be locally availed, and ensuring that students who can hardly attend physical schools are given opportunities. In terms of time management, decision-making, creative thinking, problem-solving, independent learning, computer usage, researching, and critical thinking, virtual schools students have way better improvement as compared to their counterparts in conventional schools (Barker and Wendel, 2001). In a Telesecundaria program in Mexico, students demonstrated academic benefits that could be absent in classroom instructions. They had higher chances of passing the main 9^th-grade exam as compared to any other group. A satellite course offering chemistry and interactive radio instruction, helping students to study mathematics, increased their learning outcomes (Niyazazar & Hosseini, 2012).

How beneficial is ICT in education?

Different approaches to learning and teaching have undergone a major transformation with the application of ICT. Over the last two decades, institutions from the western part of the world have been making huge investments in ICT infrastructures. As a result, students have gained more exposure to a wider range of applications and personal computers (Cachia et al., 2011). Students exposed to ICTs usually enjoy a competitive edge over their counterparts who only depend on traditional learning. Different approaches to learning have been shifting with the use of ICT. It is generally agreed that when schools apply modern technology, students become more responsible, an increase in activity becomes imminent, and learning becomes more constructivist (Soleymanpour et al., 2010). Teachers’ roles become restricted to coaching, advising, and supporting learners instead of just focusing on knowledge transmission. The use of computers must go through a gradual process where students first learn about them, then learn computers after which they then learn with computers (Shekari, 2010).

Conceptual Framework

Various tools and techniques are used in e-learning, the main ones being business and social media, blogs, websites, and emails. While undertaking programs that are completely delivered through the internet, e-learning also involves the accessibility to program supplies (Soleymanpour et al., 2010). There are developed private secondary institutions in Ashanti that offer educational programs involving web application as a way of boosting academic success for children.

As implied by Hanson (2009), any learning that involves the use of a gadget is e-learning. The acquisition of online knowledge, either offline or via the internet, necessitates the help of a computer while learning in the modern world. Essentially, network technologies are used in the creation of fostering, delivery, and facilitation of learning anywhere and anytime. As explained by Akhlaghi (2011), creating experiences through the use of digital technologies and the internet with the aim of educating our fellow humans is known as e-learning. It is capable of revolutionizing the way of learning and teaching.

The learning based on electronic means has been rampant because of the tremendous opportunities facilitated by the latest developments in the error of communication and computer technologies (Mothibi, 2015). With the continuous surge of technological advancement, the whole universe is now a kind of a global village. New educational technologies began to spread on a daily basis as boundaries were being broken, especially with the onset of the 21^st century. E-learning has been at the forefront of this boundary expansion, whose benefits have been remarkable to the educational sector (Niyazazari and Hosseini, (2012). Any use of a standalone personal computer or a system and the web as a medium of learning and teaching is what Owino (2013) calls e-learning.

On a different angle, Gachia et al. (2011) have a different definition of e-learning. He terms it to be an expression enabled by the network, which is related to functions that help to foster efficient learning and teaching. Different procedures and programs that are meant to promote learning through the use of ICT consist of electronic activity, digital classes, computer-based learning, as well as learning with web pages (Owino, 2013). Important platforms are provided where the satellite televisions or the web extranet transfer content materials. This is the reason why e-learning used to be referred to as internet-based learning. Web-based learning is the term that is currently under usage. Besides regard to coaching and instructions, e-learning designs learning according to the particular needs of learners. As indicated by Gachia et al. (2011), as a way of determining the internet learning, several terminologies must be investigated further. As a result, it is believed that these two terms, learning online and e-learning, do not mean the same (Cooke, 2014).

Theoretical Framework

The Humanist theory

Also known as the facilitation approach, the theory states that humans are naturally eager to learn, and thus learning becomes possible (Hogan, 2005). This type of learning is individual-centered because that person is responsible for the process. If an individual is eager to learn and is self-driven, then they are likely to succeed with e-learning. Teachers act by facilitating. Not unless learners have the motivation and are predisposed to learn, teachers have no success guarantee despite the effort they put. The idea that transforming someone’s self-concept is involved in learning is a significant contribution to this theory. During the change, one may discover their weaknesses and strengths. A uniting effect on learning is felt from a self-concept that is freshly-perceived. Confidently, learners are able to encounter target skills with a changed and updated approach (Hogan, 2005). Assuming that a learner can personally be able to identify information is the secret behind this non-direct humanist approach. A teacher is just a process facilitator. Such an assumption moderates the information transmission purpose and underrates the teaching contribution. Obviously, this kind of teaching model is a fantasy, and it’s very difficult to practice in reality.

Constructivism Theory

The idea of people conceptualizing their understanding as well own universe’ knowledge through experiences’ reflection is referred to as the constructivism theory. A learner reconciles something new with past experiences and knowledge after encountering it (Fosnot, 2013). They may decide to reject the new information terming it as insignificant, or they may just alter their beliefs. Nevertheless, they must be having the ability to examine and explore something they know and ask questions if they have intentions of becoming knowledge creators. Teachers should encourage learners to apply active techniques in the class, in line with the constructivist view. Where possible, they must be allowed to use authentic data when trying to solve actual challenges or during experimenting. Reflecting what they know is very important, together with knowledge-creation.

Teachers’ roles are modified in constructivism, such that they will assist learners in knowledge construction instead of reproducing a sequence of facts (Fosnot, 2013). On this basis, a teacher who is constructivist would provide an e-learning environment where they engage students in inquiry-based and problem-solving learning. As a result, they take advantage of the supportive learning environment to convey their knowledge, obtain inferences and conclusions, and come up with new ideas and test them. As a way of addressing and building on this knowledge, teachers must guide the activities by first understanding the pre-existing conceptions of learners. Learners are able to gain an understanding if they are encouraged to examine how a task is useful to them. A student becomes an expert in learning if he is allowed to question him or herself. Therefore, while using a computer, they are learning how to learn. They can now easily grow to be life-long learners by having exposure to appropriate tools.

As the educational constructivism concept specifies, where the teaching-learning model is adopted by e-learning, self-directed learning becomes common. The theory acknowledges that interaction with the environment, personal experiences, as well as maturity, assists in knowledge generation. Therefore, e-learning is an active process of information. From this view, objectivism educational philosophy is quite different because it considers a student as a receiver of passive information (Cooke, 2014). An objectivist educational philosophy leads to a crammed educational method. This may have a higher learning performance as compared to e-learning. The only exception is where a self-learner is looking for pleasure from studying. In self-directed learning, the teacher is there to guide and assist. Teachers here are not autonomous messengers or sources of knowledge. Knowledge selection and its practical application have enabled learners to enjoy learning (Banihashem et al., 2014).

RESEARCH METHODOLOGY

This section describes everything that will apply during the collection and analysis of data. It entails the research instruments and sampling techniques, study population to help in choosing the sample, and the research design, the research blueprint. Methods of collecting and analyzing data, as well as procedures for data analysis, will be outlined.

The study design

As recommended by Wright et al. (2012), the design employed was a descriptive survey. It is the best design for research relating to data collection of feelings and views of participants over a particular time-length. The design describes the variables related to the phenomenon in question.

Population and study area

The population targeted involved 1600 learners from four secondary institutions in the Ashanti region of Ghana. The study will involve commerce students in the four schools involved.

The sampling technique and size

Commerce students from secondary instructions in the Ashanti region were randomly selected. From the 1600 learners selected, 160 students were used as the sample size. A simple randomized sampling technique was used to select the students’ sample size.

Data collection instruments

The primary data collection instrument was a structured questionnaire. It was comprised of 2 sections, I and II—the first section comprised of questions that related to the respondents’ biography. Information related to class, sex, and age range was not personal. The second section consisted of the list of items obtained from the questions of this research.

Data collection method

Questionnaires were used to collect data. The researchers also administered face-to-dace conversations to the subjects. After administration, the instruments were collected to allow participants to arrive at informed decisions prior to answering.

Instruments’ validity and reliability

There was thorough scrutiny of the questionnaires applied in the research. For comprehension, precision, and clarity, experts in computer education and commerce were involved. The expert observations and corrections were included in the main instrument. The test-retest technique was used to determine the instruments’ reliability. The questionnaire’s sample was served in an institution not included in the target population. There must be higher reliability and relative consistency for the obtained result.

Data analysis method

Following the analysis of collected data, the presentation of the results was done in which weighted mean was used. With the use of a decision rule, the researchers developed a 4-point liker scale item. The elements included were: SD standing for strongly disagree, D standing for disagreeing, A for agree, and SA for strongly agree. For calculation, the following formula was derived:

In this case, X=mean, where the other X represents score, F for frequency, and N for response’s numbers. The symbol ∑ was the sigma summation.

The rule for decision is as follows:

SD (1), D (2), A (3), and SA (4)

Thus, the X mean value is:

10/4

=2.5

Hence, any mean rating above 2.5 was regarded as agree while anything below was classified as disagree.

DATA ANALYSIS AND PRESENTATION

This section explains the different methods used to present and analyze the collected data. The collected data was analyzed, and the weighted mean was used to present the results.

Social and demographic characteristics presentation

The table below describes the respondents’ socio-demographic features.

Table I:           Respondents’ distribution by gender.

	Frequency	Percent
Female	93	59.1%
Male	67	40.9%
Total	160	100.0%

 

Table II:         Respondents’ distribution by age

	Frequency	Percentage
9-13 years	55	34.8%
14-16 years	56	35.9%
17-18 years	49	29.3%
Total	160	100.0%

Table III:        Respondents’ Distribution by Class

	Frequency	Percentage
JSS 1	43	26.5%
JSS 2	69	43.2%
JSS 3	48	30.3%
Total	160	100.0%

The research questions were used to present and analyze data.

The first research question-How do you think e-learning affects the academic performance of students?

	E-learning determines how students will perform in their academics.	SA	A	D	SD	Mean	Remark
1	E-learning application in institutions assists in building intelligent quotient (IQ) in students	56	74	21	9	3.18	Approved
2	A student who applies information communication technology facilities while learning has a competitive edge as compared to the who don’t	59	51	16	24	2.96	Approved
3	Students are likely to improve their overall affective and cognitive performance by using information communication technology	31	60	28	31	2.58	Approved
4	A student can apply the knowledge acquired from information communication technology in other fields	46	41	24	38	2.62	Approved
5.	In junior secondary institutions, applying ICTs is beneficial to students giving them an added advantage over schools who have none especially during external contests	45	54	35	17	2.88	Approved

Figure 4: The impact of E-Learning on students’ academic performance

From the above table, the majority of the participants agreed that e-learning is crucial in improving students’ academic excellence regardless of which institutions they are enrolled in.

In case of a competition, a student who uses e-learning facilities has an added advantage. This also helps them to develop in other subjects. From the above table, the role played by information communication technology can never be ignored. It oversees the general improvement of the affective and cognitive performance of learners during the study.

The 2^nd research question: Do you think information communication technology is a crucial aspect when examining the academic success of students? Why?

	Is ICT a significant aspect of examining the academic success of students?	SA	A	D	SD	Mean	Remark
1	Information communication technology limits student participation in other school activities	24	35	44	57	2.17	Differed
2	When students are exposed to ICT teaching, their career ambitions in future will be positively affected	44	47	47	22	2.71	Approved
3	A student who wants to pass JAMB and other comp-based related tests must first familiarize with ICT	67	68	21	14	3.38	Approved
4	Computer education exposes learners to practical teaching and relies less on theoretical aspects.	59	58	27	16	3.21	Approved
5	Students feel inspired when they learn through ICT thus improving their attitudes towards learning	63	53	17	27	2.87	Approved
6	Students are likely to perform poorly in other subjects if they become experts in ICT	22	35	45	58	2.02	Differed
7	With the use of Information Communication Technology, it becomes easy to teach extremely technical subjects	17	27	49	68	1.79	Differed

Figure 5: ICT an important aspect in examining students’ academic performance

The participants were in agreement that information communication technology was a major determinant of the general students’ performance. However, most of them insisted that it was impossible to teach subjects that were too technical through e-learning, citing the need for students’ immediate evaluation and response. When undertaking tests related to ICT, students with prior knowledge of ICT are likely to perform better. Students feel motivated to continue learning when exposed to ICT. Generally, there is no harm to other subjects when a student becomes an expert in ICT. Furthermore, it inspires them to pursue related careers in the future,

DISCUSSION

After the presentation of the analyzed data, the role of ICT on academic performance became clear. It was found to have a great influence on learning by students and schools at large. Nevertheless, as identified by Vallis et al. (2012), the relevant authorities and stakeholders need to work extra hard to ensure there is adequate provision of appropriate training and ICT infrastructure to realize its potential. The study was able to identify that the rate of success in examinations could have links to the availability of ICT facilities in institutions. It is only through these facilities that a student can qualify and write such tests as ICMB and JAMB. In many institutions, e-learning is poised to assume the conventional teaching modes. Therefore, it is the role of governments to ensure there is adequate provision of infrastructural facilities within their jurisdictions and ensure they are accessible to all. Boateng et al. (2016) agree that the modern world can only be developed economically and socially through the help of ICT. He further advises Ghana to boost its capacity for technological viability by equipping schools and other educational institutions fully.

Increased accessibility to ICT facilities promotes a more meaningful e-learning process, but this doesn’t come easily, major investment decisions must be arrived at. According to Shekari (2010), learning and teaching are no longer similar to how it used to be twenty years ago. Adequate participation among students is being prioritized at the expense of teachers acting as the only information disseminators. In the case of computer-based tests, prior knowledge of ICT assists learners to prepare adequately. As a way of ensuring that students prepare well, schools are advised to base their exams on computers to boost performance.

Nevertheless, the sufficient application of ICT has encountered major challenges such as inadequate computers to practice with frequent power breakages, poor staff training, and scarce ICT facilities. The government has also failed to monitor the implementation of the ICT curriculum. It is yet to provide adequate funds and internet facilities that are crucial in e-learning. Addah et al. (2012) acknowledge that Ghana faces a big dilemma in implementing its ICT program. Teachers lack significant training in this field thus demotivating them to put extra efforts to assist learners in the acquisition of computer education. A persistent national phenomenon involves poor internet connections and insufficient electric power thus acting as the main interruption to successful e-learning deployment (Delavar & Ghorbani, M. (2011).

CONCLUSION

With the current global trend, ICT is set to have a recurring value in the education sector. The future of ICT in learning seems very certain especially with the rapidly changing technologies. A closer look at the current educational practices and activities reveals that ICT educational development has had a tremendous impact on what is to be learned, how to learn, where and when the activity will occur. Teachers’ role has undergone a major modification under ICT. It grants them additional responsibilities and skills besides classroom teaching. With the application of electronic media by learners, tutors have been turned into virtual guides. Eventually, students’ learning experiences end up improving with the use of ICT. Furthermore, it facilitates an independent thinking and a creative communication. Considering that the world is becoming more technology conscious, ICT facilitates the creation of successful careers for students.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Addah, K., Kpebu, D., & Frimpong Kwapong, O. A. (2012). Promoting E-learning in distance education programs in an African country. E-Learning-Long-Distance and Lifelong Perspectives.

Akhlaghi, M. (2011). The Impact of Lab Equipment Dimension of Instruction Media on improvement of Creativity in Students of Guidance School in Hamden City. MA thesis, Islamic Azad University of Saveh, Iran.

Banihashem, K., Farokhi-Tirandaz, S., Shahalizadeh, M. & Mashhadi, M. (2014). Study of the impact of Elearning on University Students’ Creativity, Media Electronic Learning Magazine, 5 (4), 53-61

Barker, K., & Wendel, T. (2001). E-learning: studying Canada’s virtual secondary schools. Kelowna, BC: Society for the Advancement of Excellence in Education. Retrieved April 11, 2004.

Boateng, R., Mbrokoh, A. S., Boateng, L., Senyo, P. K., & Ansong, E. (2016). Determinants of e-learning adoption among students of developing countries. The International Journal of Information and Learning Technology.

Cachia, R., Ferrari, A. & Punie, Y. (2011).The Potential of ICT for Creative Learning & Innovative Teaching. European Commission (Institute for Prospective Technological Studies), Available at: http://is.jrc.ec.europa.eu/pages/EAP/documents/IPTS_ICEAC_eSociety_2011.pdf

Cooke, M. (2014). Clomedia: The evolution of e-learning [Electronic Version]. Accessed: 12 June 2014.

Delavar, S. & Ghorbani, M. (2011).The scientific Board Members’ Opinion on The Role of Virtual Training on the Students Creative Learning in Universities of Bojnourd. Media Elec. Learning Magazine, 6(2), 17-27.

Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.

Hanson, J. (2009). Displaced but not replaced: the impact of e-learning on academic identities in higher education. Teaching in Higher Education, 14(5), 553-564.

Hogan, C. (2005). Understanding facilitation: Theory and principle. Kogan Page Publishers.

Mothibi, G. (2015). A Meta-Analysis of the Relationship between E-Learning and Students’ Academic Achievement in Higher Education. Journal of Education and Practice, 6(9), 6-9.

Niyazazari and Hosseini, 2012 The Impact of ICT on Learning Math and English Language in High School Students. Iranian Journal of Information and Communications Technology in Education Sciences, 3(1):99-118.

Owino, O. (2013). The impact of e-learning on academic performance: A case study of group learning sets. Unpublished Masters Project. University of Nairobi.

Shekari, A. (2010). The effect of using ICT on the teaching-learning process in university academics. Iranian Journal of Higher Education Curriculum, 1(2):57-89.

Soleymanpour, J., Khalkhali, A. and Reayatkoonandeh, L. (2010). The Impact of ICT-Based Teaching on Sustainable Learning of Experimental Sciences. Iranian Journal of Information and Communications Technology in Education Sciences, 1(2):77-91.

Vallis, J. M., Mason, A. C., Afari-Dekyi, K., Ansotinge, E., Antwi, J., Chifwaila, L., … & Urquhart, G. (2012). Building capacity for E-learning for nurse training in Zambia and Ghana: Appropriate computer technologies?.

Wright, D., Livermore, G., Hoffman, D., Grau, E., & Bardos, M. (2012). 2010 National Beneficiary Survey: Methodology and Descriptive Statistics. Washington, DC: Mathematica Policy Research.

Final Report –general guidelines
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There is no fixed format or ‘one size fits all’ approach. Every report will be unique
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Focus on you and your own professional practice
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You can reuse some of your Developmental Reviewbut don’t copy and paste large sections
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Learn from, and acknowledge, otherswho have done more work in this field than you

 

1. Introduction
YourintroductionislikelytobebasedontheinformationprovidedinyourDevelopmentalReviewandyoumaywishtoinclude:
a)
Someinitialdetailsregardingthearea/topiconwhichyourstudyfocuses
b)
Somedetailsregardinghowandwhythisstudyisofuse(bothpersonallyandprofessionally)andsomeindicationofwhatmightbegainedfromthisstudy(youshouldhavecoveredthisinthedevelopmentalreview)
c)
Thebackgroundreasons(mentor’sobservations,perceivedweaknesses,areaofinterest,etc.)astowhythisstudyareawaschosen(again,youprobablycoveredthisinthedevelopmentalreview)
d)Somecritically-supportedmaterialsaboutthecentraltopicatthecentreofthisstudy(suchasbehaviourmanagementorassessmentforlearningstrategiesordifferentiation,etc.)
e)Aniterationofyourexactquestion/hypothesisandyouradditionalsetlearningoutcomes(again,asperthematerialsinyourdevelopmentalreview)

2. Literature review (objectives)
critically analysesthe information gathered
synthesisesthe information in that literature into a summary
surveysthe literature in your chosen area of study
presentsthe literature in an organised way
Demonstrates a familiarity with a body of knowledge
Summarises prior research and says how your project is linked to it
Integrates and summarises what is known about a subject
Demonstrates that you have learnt from others and that your research is a starting point for new ideas

3. Rationale for your action research project
Think of this section as your first action research cycle
Think of this as data collection for your own teaching

3. Rationale for your action research project
Review your current professional needs:
•
Conduct a systematic review of your own first teaching practice and/or your own teaching experience
•
‘Unpick’ comments, feedback and evaluations that you have received
•
Sources should include:

your own lesson evaluations
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lesson observation feedback
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areas for development agreed in your weekly mentor meetings (D4a)
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feedback from your mentor in their TP1 report (D7)