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The Effects of Microlearning Lessons on Test-Taking Strategies for Second-Grade and Third-Grade Students' Academic Achievement and Confidence: A Pilot Program

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Title: The Effects of Microlearning Lessons on Test-Taking Strategies for Second-Grade and Third-Grade Students' Academic Achievement and Confidence: A Pilot Program
Language: English
Authors: Nicole Kristine Holladay
Source: Online Submission. 2026Ed.D. Scholarly Research Project, Bradley University.
Peer Reviewed: N
Page Count: 110
Publication Date: 2026
Document Type: Reports - Research
Tests/Questionnaires
Education Level: Elementary Education
Early Childhood Education
Grade 2
Primary Education
Grade 3
Descriptors: Elementary School Students, Grade 2, Grade 3, Computer Assisted Testing, Digital Literacy, Testing, Intervention, Learning Activities, Electronic Learning, Learning Modules, Feasibility Studies, Academic Achievement, Self Esteem
Abstract: The pilot program sought to determine the feasibility of a full-scale study on the impact of microlearning lessons on second- and third-grade students' academic achievement and confidence related to computer-based assessments. Grounded in a mixed methods, action research design, the study aimed to evaluate both the effectiveness and feasibility of implementing microlearning lessons. Data was collected through pre-, interim-, and post-assessments, student surveys, and researcher field notes to allow for triangulation of quantitative and qualitative findings. Participants included five second- and third-grade students, four of whom completed the full study. The intervention consisted of short, targeted microlearning lessons focused on computer-based testing strategies and digital navigation skills. Findings indicated modest improvements in academic performance. Survey responses and observational data suggested increased student confidence and reduced stress indicators over time, although some improvements may be partially attributed to factors other than microlearning. Overall, the findings support the feasibility of scaling the study to a classroom-based, multi-week intervention. Microlearning lessons show potential as a supplemental instructional strategy to enhance students' test-taking skills and confidence in digital environments. The study contributes to a limited body of research on microlearning in elementary education and provides a foundation for future research exploring its long-term impact on academic achievement and student confidence.
Abstractor: As Provided
Entry Date: 2026
Accession Number: ED680043
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED680043
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PubType: Report
PubTypeId: report
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IllustrationInfo
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  Data: The Effects of Microlearning Lessons on Test-Taking Strategies for Second-Grade and Third-Grade Students' Academic Achievement and Confidence: A Pilot Program
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  Data: <searchLink fieldCode="AR" term="%22Nicole+Kristine+Holladay%22">Nicole Kristine Holladay</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2026Ed.D. Scholarly Research Project, Bradley University.
– Name: PeerReviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 110
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
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  Data: Reports - Research<br />Tests/Questionnaires
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="EL" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+3%22">Grade 3</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+2%22">Grade 2</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+3%22">Grade 3</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Assisted+Testing%22">Computer Assisted Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+Literacy%22">Digital Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Testing%22">Testing</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Modules%22">Learning Modules</searchLink><br /><searchLink fieldCode="DE" term="%22Feasibility+Studies%22">Feasibility Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Esteem%22">Self Esteem</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The pilot program sought to determine the feasibility of a full-scale study on the impact of microlearning lessons on second- and third-grade students' academic achievement and confidence related to computer-based assessments. Grounded in a mixed methods, action research design, the study aimed to evaluate both the effectiveness and feasibility of implementing microlearning lessons. Data was collected through pre-, interim-, and post-assessments, student surveys, and researcher field notes to allow for triangulation of quantitative and qualitative findings. Participants included five second- and third-grade students, four of whom completed the full study. The intervention consisted of short, targeted microlearning lessons focused on computer-based testing strategies and digital navigation skills. Findings indicated modest improvements in academic performance. Survey responses and observational data suggested increased student confidence and reduced stress indicators over time, although some improvements may be partially attributed to factors other than microlearning. Overall, the findings support the feasibility of scaling the study to a classroom-based, multi-week intervention. Microlearning lessons show potential as a supplemental instructional strategy to enhance students' test-taking skills and confidence in digital environments. The study contributes to a limited body of research on microlearning in elementary education and provides a foundation for future research exploring its long-term impact on academic achievement and student confidence.
– Name: AbstractInfo
  Label: Abstractor
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  Data: As Provided
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  Label: Entry Date
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  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED680043
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED680043
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 110
    Subjects:
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Grade 3
        Type: general
      – SubjectFull: Computer Assisted Testing
        Type: general
      – SubjectFull: Digital Literacy
        Type: general
      – SubjectFull: Testing
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Learning Modules
        Type: general
      – SubjectFull: Feasibility Studies
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Self Esteem
        Type: general
    Titles:
      – TitleFull: The Effects of Microlearning Lessons on Test-Taking Strategies for Second-Grade and Third-Grade Students' Academic Achievement and Confidence: A Pilot Program
        Type: main
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          Name:
            NameFull: Nicole Kristine Holladay
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          Dates:
            – D: 01
              M: 05
              Type: published
              Y: 2026
          Titles:
            – TitleFull: Online Submission
              Type: main
ResultId 1