Learner and Context Analysis
by
Noverene Taylor
ITDE 8001
Introduction to Instructional Design
Nova Southeastern University
June, 2006
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Learner Analysis
Information Categories
1.
Entry Behaviors
Data Sources
 Interviews with
teachers, targeted
learners

mathematics test
results
Learner Characteristics
Students’ numerators and
denominators are not in the same
ratio as should be the case.
Students don’t seem to have the
basic understanding that any
fraction where the numerator is half
of the denominator will be
equivalent to a half.
Learners have little or no prior
experience with using paper folding
and diagrams to produce equivalent
fractions.
They do have adequate arithmetic
skills to begin the instruction.
Tryout learners describe themselves
as being autonomous and highly
motivated.
Implications
The instruction will focus
primarily on producing equivalent
fractions using paper folding and
diagrams from an introductory
level (e.g. defining certain terms)
to a generic level.
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Information Categories
2.
Prior knowledge of topic area
Data Sources
 Interviews with
teachers,
and students

mathematics test
results,
questionnaires
Learner Characteristics
Since learners have completed 4
grades in school where fractions has
been taught in regular instruction,
and they were recently instructed
over a one week period about
equivalent fractions by the
classroom teacher, they would
obviously have a general knowledge
about fractions.
The teacher-made mathematics tests
indicated that learners are familiar
with: whole numbers, ordering
fractions, and basic math facts, and
so relatively little instruction will be
required in this area.
The majority of the tryout learners
have never used paper folding or
diagrams to produce equivalent
fractions. Those who have used
diagrams did not fully understand
the concept to be successful.
Implications
Learners are already familiar with
ordering fractions, whole
numbers, adding, multiplying;
dividing and subtracting 1 and 2
digit numbers and so relatively
little instruction will be required
in this area. However, instruction
should be phrased so that it is
understandable at an introductory
level (e.g. include definition of a
fraction, numerator and
denominator).
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Information Categories
3.
Attitudes towards content
Data Sources
Interviews with teachers,
and target population
4.
Attitudes towards potential
delivery system
Interviews with teachers,
and students,
questionnaires
Learner Characteristics
The teachers reported that the
students are positive and that they
need to acquire the skills of
producing equivalent fractions as
part of their education, as this will
help them to function efficiently and
effectively when relating the
concept to their everyday life
experiences.
Students interviewed verified such
statement. For the majority, fraction
is their favourite topic while for the
minority it is not at the top of their
list.
Teachers believe that paper folding
and diagrams will be good
motivators for the students.
The questionnaire indicated that all
learners are literate at grade level
and are familiar with interpreting
diagrams and folding paper to
produce shapes but not equivalent
fractions. They like the idea of
being actively involved in their own
learning.
Implications
Learners see the content as
relevant, but motivation and
attentiveness may be less for
those who have achieved test
scores lower than 15% because
they may lack confidence.
Instruction should include
encouraging words such as: You
can do it! You are smart!
Material must be relevant and
targeted. The emphasis for
learning should be directed
towards getting students actively
involved in their own learning by
using paper folding and diagrams
to produce equivalent fractions.
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Information Categories
5.
Attitudes toward training
organization
Data Sources
Interviews with teachers
and students,
observations
Learner Characteristics
Most students are very positive
while some appear negative and
disgruntled with the school,
administrators and the teachers.
However, based on personal
observations, learners show
eagerness and willingness to learn
the content and skills.
Implications
Due to learners’ positive attitude
towards learning, and the delivery
method, the implication is that
learners will approach the
instruction with more eagerness
than if they had lack motivation
to learn and succeed.
6.
Motivation for Instruction
(ARCS)
Interviews with teachers
and students,
observations
Learners are anxious to develop
their skills in producing equivalent
fractions. They believe that their
ability to successfully produce
equivalent fractions will be relevant
to their education and is a building
block for future learning as they
progress throughout the grades.
Most are confident that they can
achieve the required skills. Only a
few of the learners seem to lack
confidence. However, because the
skill is relevant to their educational
needs, there will be intrinsic and
extrinsic satisfaction in successfully
completing the instruction. For
example, class recognition; having
contributed towards assisting fellow
student/s who was/were weak on the
topic, to the point where they can
master how to produce equivalent
fractions.
Some instructional implications
are: ensuring confidence with
content design. This may have to
balance a tendency for both
under-confident (for example,
those who have previously earned
less than 15%) and over-confident
learners (for example, those who
are eager to do well). Instruction
will have to stress encouragement
with the need to pay attention to
details for example, colouring
given fractional part.
Satisfaction could be reinforced
through the inclusion of a small
token acquired upon successful
completion of the lesson.
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Information Categories
7.
Educational and ability levels
8.
General learning preferences
Data Sources
Interviews with teachers,
mathematics test results
Learner Characteristics
Learners are at the fifth grade level
and would have acquired at least
fourth grade formal education. They
possess the basic arithmetic skills
required to complete the tasks.
Teachers indicated that all students
in the group are very capable of
learning independently but would
need supervision working in a
group.
Implications
Materials should be designed for
fifth grade independent learners
involved in formal education,
who require little supervision to
complete an assigned task.
Interviews with teachers
and students,
questionnaires
Learners described themselves as
visual learners, commenting on
preference for pictorial diagrams,
examples, illustrations and printed
texts. This was clearly indicated on
the questionnaire by a number of
the students who like reading from a
book or other print media.
The questionnaire also revealed that
learners like to sit in their
classrooms and complete assigned
tasks rather than taking it home.
Materials should be designed for
independent classroom learning.
The instructional materials can
favor the visual and tactile
learners, for example paper
folding and reading diagrams
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Information Categories
9.
Group Characteristics
Data Sources
Records of students’
nationalities, Language
Arts end of term test
results, teachers’
registers, interview with
teachers
Learner Characteristics
Heterogeneity:
A variety of nationalities exists
within the group. Several are of
Haitian nationality, with an
excellent command of the English
language. A few are Bahamians,
one Guyanese and the others
natives/Islanders. Their ages are
from 10-11 years. They live within
close proximity to the school. The
same can be said about the tryout
learners.
Size:
There will be a total of 14 students.
Eight are girls and six are boys.
Overall impressions:
All learners appear to be highly
motivated. They prefer to work
individually instead of as a group.
Hence, instruction will have to be
planned in a way that indicates
efficiency and convenience,
otherwise, students may choose not
to follow all the steps required to be
successful in producing equivalent
fractions using paper folding and
diagrams.
Implications
Instructional materials can be
designed in English only. They
should however avoid any content
restrictions that would be specific
to any one gender or cultural
background. The academic level
and motivation suggests that most
learners will complete the entire
process of instruction.
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Performance Context Analysis
Information Categories
1.
Managerial/supervisory
support
Data Sources
Interviews with
principals, teachers, and
parents
Performance Context
Characteristics
All are pleased with the idea that
students will be independently
constructing knowledge on their
own to improve their mathematics
skills regarding equivalent
fractions.
The principal is enthused about the
whole idea and commented that
after students have demonstrated
mastery of the concept based on
the instruction given, they should
be used as SME’s for their class,
and other students/classes that will
need much assistance in learning
the concept in the near future.
Parents are pleased with the new
emphasis on students’ active
involvement in their own learning.
They are willing to support their
children’s and the school’s efforts.
Overall, the leadership can be
described as very positive and
supportive of this type of
instruction.
Implications
Support from the principal,
teachers and parents will place
learners working on the
processes more at ease and thus
they will get more out of the
learning experience.
Administrative and parental
support also increases the
likelihood that learners will be
able to devote the necessary
time to the lesson, and be more
motivated to complete it.
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Information Categories
Data Sources
Site visit and
observation
Performance Context
Characteristics
This is a typical fifth-grade
classroom. The classroom is
spacious, clean, well lit, has a desk
for each student, the desks are
arranged in rows, a teacher’s desk
is positioned at the front of the
room, there is limited resources
(only students textbooks, a few
torn charts and a map of the
Caribbean), one blackboard
attached to the wall, is very warm
most times excluding November
and December.
Learners will be supplied with the
necessary resources/materials
(white papers, crayons) for
instruction. Due to the warmth of
the classroom, learners will use the
computer room that is air
conditioned for instruction. The
computer room contains adequate
seats and tables that can be easily
arranged for independent
instruction.
Implications
The availability of the
computer room allows for a
more comfortable and relaxed
learning experience that will
promote success among the
students.
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Information Categories
3.
Social aspects
of site
Data Sources
Interviews with
principal, and teachers
4.
Relevance of skills to
workplace
Interviews with principal,
teachers, and
students
Performance Context
Characteristics
The principal’s support will place
learners working on the processes
more at ease and thus they will get
more out of the learning
experience. Teachers are also
willing to give their support and
this increase the likelihood that
learners will be able to devote the
necessary time to the lesson, and be
more motivated to complete it.
Students need to learn to produce
equivalent fractions as a curricular
topic for their grade level, their
academic progress to high school
and for reference to real life
experiences.
Implications
The support of the class teacher
and principal may allow the
learner to feel more relaxed and
thus more focused on the
content.
Learners motivation, is
increased if the lesson is
relevant to a current or future
need.
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Learning Context Analysis
Information Categories
1.
Number/nature of sites
Data Sources
Interviews with
principals, and teachers.
Learning Context Characteristics
Number: The learners will have a single
room (computer room) where their
school is located. This room has 15
chairs and 10 wide spaced tables that can
facilitate independent, as well as,
cooperative group work. A blackboard
and a white board are also available.
Facilities: The computer room is well lit
and properly ventilated with adequate
spacing.
Equipment: No particular equipment is
required for this lesson.
Resources: Administrative and teacher
support will be available when needed.
2.
Site compatibility with
instructional needs
Interviews with
principals, teachers, and
students
Instructional strategies: Based on
different types of learning styles, the
content could be effectively delivered by
using the print-based method.
Delivery approaches: Print can be
supported.
Time: Time would not be a factor.
Regular class time would be used to
deliver the instruction.
Personnel: Administrative, and teacher
support will be available.
3.
Site compatibility with
learner needs
Site observations,
interviews with
teacher
The computer room is appropriate for
accommodating learners at this level. It
is quite safe. In this room, the content
Implications
The availability of a cooler
learning environment with
adequate furniture, set up similar
to the regular classroom will
enhance learning.
Learners completing the lesson
(using the print based method)
who may have difficulty in
understanding certain concepts
will have available support.
In case learners have to interrupt
the lesson mid-stream, it must be
designed so that it can be
interrupted and resumed later, if
necessary.
The instructional experience will
be developed using print-based
format.
Lessons will be done using regular
school hours. Lessons will be
created using relatively short but
effective activities that caters for
students’ learning styles and needs.
Learners will have access to a
learning environment that is more
conducive to a successful learning
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Information Categories
4. Site compatibility for
simulating workplace
Data Sources
Site observations,
interviews with
principles and teacher
Learning Context Characteristics
can be effectively delivered using printbased materials.
Implications
experience. Learners should be
informed about the conditions
under which the computer room
will be used.
Teacher and principal will be at the
learning site.
Learning will take place within the
computer room.
Learners will be in a room with similar
setting like the classroom.
Tryout learners will be in the same
environment as target learners,
thus getting an excellent
representation of the actual
learning site.