This document summarizes an action research study on the effects of an after-school learning space on student achievement and confidence. The study found no statistically significant changes in overall achievement or confidence, but did find a statistically significant increase in confidence for English language learners who participated in the learning space. The study suggests increasing structured support and attendance to better realize the potential benefits of the learning space.

1. The effects of an after-school
“learning space”
ACTION RESEARCH BY NEIL COMMONS, JUNE 2014

2. Student learning environments
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3. Student learning environments
CAMBODIA
HISTORY
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LANGUAGE
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4. Research question
What is the effect of an after-school “learning space” on student academic
achievement and their confidence in MYP Science?
CONFIDENCE
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ACADMEIC ACHIEVEMENT
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5. Review of literature - positive
“The data indicate that a couple of hours a week of student’s effort
on homework combined with the attention from an adult can lead to
significantly better school achievement.”
◦ Bender and Stahler (1996)
“The data suggest that after-school homework-assistance programs
can serve a protective function for children at-risk for school failure,
particularly those who do not have other structured after-school
activities or those whose parents do not speak English at home.”
◦ Cosden, Morrison, Gutierrez and Brown (2004)

6. Review of literature - negative
“In general, the availability of homework assistance at home, the
quality of the after-school homework program and the nature of the
homework assigned will mediate the effect of these programs.”
◦ Cosden, Morrison, Gutierrez and Brown (2004)
“Having positive experiences in the club, however, depends on
important elements such as stimulating homework
assignments…updated staff”
◦ Sancore (2002)

7. Review of literature - change
“The results demonstrate an increase in the achievement of students
who participated on a regular basis. We find that the performance of
students who never participated in the program and the low-level
participants showed no change”
◦ Bender and Stahler (1996)

8. Research design: Variables
Dependent: The change in academic achievement and confidence in MYP
Science
Independent: The availability of the after school learning space as a positive
learning environment
Attribute: A difference in the impact of the learning space on English as a
second language learners

9. Research Design: Sample
The two groups taken from this sample
were known in school as 10A and 10B
and hence these were groupings of
convenience but these classes had
been designed to have a similar
academic level and with a similar
distribution of ESL students.
Sample size 27
Age range 15 to 19 years old
Sex distribution 46% Female 54% Male
Nationality
breakdown
44% Cambodia, 18% Korea, 7% USA and
Australia, 4% Pakistan, Kenya, China,
Malaysia, India and Thailand
ESL students (paying
for support)
4 students
English language B 5 students
Notes These students were only fully introduced to
the MYP during grade 9.

10. Research Design: Intervention

11. Instrumentation and data collection
Pre and post intervention MYP Science
confidence surveys
Pre intervention academic achievement using
end of grade 9 MYP Science criterion total
Post intervention academic achievement
using car safety unit MYP Science criterion
total

12. Threats to validity
Maturation - group 2 will complete the car safety unit later with additional MYP
Science experience
History - All participants could have been impacted by different prior
experiences although this should be reduced as there was only one grade 9
teacher of science.
History – The unit related to the intervention is Physics and there may be
historical reasons why certain students perform better in this science specialism.
However, the criterion related assessment of the MYP is skill based on not
subject specific so this should reduce the impact.
Mortality (loss of students) – There may always be students who relocate during
the academic year.

13. Results: Achievement
Pre Post Pre Post
Control Intervention
25
Mean final criterion levels total
20
15
10
5
0
Mean final criterion levels total 21.3 16.3 22.4 21.1
NOT
STATISTCALLY
SIGNIFICANT

14. Results: Confidence
Pre Post Pre Post
Control Intervention
17.6
17.4
17.2
17.0
16.8
16.6
16.4
16.2
16.0
Mean confidence in Science
Mean confidence in science score 17.1 16.6 17 17.5
NOT
STATISTCALLY
SIGNIFICANT

15. Results: Participation
y = 0.0172x - 1.4007
R² = 0.0003
8
6
4
2
0
-2
-4
-6
-8
0 2 4 6 8 10 12
Change in criterion levels total
Number of learning space session attended

16. Results: Achievement (ESL)
Pre Post Pre Post
Control Intervention
25
Mean final criterion levels total
20
15
10
5
0
Mean final criterion levels total 20.3 17 16.3 14.8
NOT
STATISTCALLY
SIGNIFICANT

17. Results: Confidence (ESL)
Pre Post Pre Post
Control Intervention
18
16
Mean confidence in science score
14
12
10
8
6
4
2
0
Mean confidence in science score 16.3 14.3 13.5 14
STATISTCALLY
SIGNIFICANT

18. Discussion
Change in achievement and confidence in the group with access to
the learning space better
Overall changes not statistically significant
ESL confidence change due to intervention was statistically
significant
Regular attendance was not seen so full impact of the learning
space not experienced

19. Action plan
To increase regular attendance:
Students guided towards attendance in learning and behavior
contracts
All staff involvement in supporting the learning space with a
organized rotation
Staff encouraged to use the learning space to provide additional
support
Subject themed support night e.g. Mathematics Monday

20. References
Bender, D. S., & Stahler, T. M. (1996, Novemebr). After School Homework
Centres: A Succesful Partnership. Middle School Journal, 28(2), 24-28.
Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (2004). The Effects of
Homework Programs and After-School Activities on School Success.
Theory into Practice, 43, 220-226.
Sanacore, J. (2002, November - December). Homework Clubs for Young
Adolescents Who Struggle with Learning. The Clearing House, 98-102.