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The effects of an after-school 
“learning space” 
ACTION RESEARCH BY NEIL COMMONS, JUNE 2014
Student learning environments 
<a href="https://www.flickr.com/photos/52995086@N03/4994254331/">stay at home photographer<...
Student learning environments 
CAMBODIA 
HISTORY 
Photo Credit: <a 
href="https://www.flickr.com/photos/96588621@N00/40176...
Research question 
What is the effect of an after-school “learning space” on student academic 
achievement and their confi...
Review of literature - positive 
“The data indicate that a couple of hours a week of student’s effort 
on homework combine...
Review of literature - negative 
“In general, the availability of homework assistance at home, the 
quality of the after-s...
Review of literature - change 
“The results demonstrate an increase in the achievement of students 
who participated on a ...
Research design: Variables 
Dependent: The change in academic achievement and confidence in MYP 
Science 
Independent: The...
Research Design: Sample 
The two groups taken from this sample 
were known in school as 10A and 10B 
and hence these were ...
Research Design: Intervention
Instrumentation and data collection 
Pre and post intervention MYP Science 
confidence surveys 
Pre intervention academic ...
Threats to validity 
Maturation - group 2 will complete the car safety unit later with additional MYP 
Science experience ...
Results: Achievement 
Pre Post Pre Post 
Control Intervention 
25 
Mean final criterion levels total 
20 
15 
10 
5 
0 
Me...
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 c...
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 crite...
Results: Achievement (ESL) 
Pre Post Pre Post 
Control Intervention 
25 
Mean final criterion levels total 
20 
15 
10 
5 ...
Results: Confidence (ESL) 
Pre Post Pre Post 
Control Intervention 
18 
16 
Mean confidence in science score 
14 
12 
10 
...
Discussion 
Change in achievement and confidence in the group with access to 
the learning space better 
Overall changes...
Action plan 
To increase regular attendance: 
Students guided towards attendance in learning and behavior 
contracts 
Al...
References 
Bender, D. S., & Stahler, T. M. (1996, Novemebr). After School Homework 
Centres: A Succesful Partnership. Mid...
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The effect of an after-school “learning space” on student academic achievement and their confidence in MYP Science

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The action research report considering the effect of an after-school “learning space” on student academic achievement and their confidence in MYP Science

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The effect of an after-school “learning space” on student academic achievement and their confidence in MYP Science

  1. 1. The effects of an after-school “learning space” ACTION RESEARCH BY NEIL COMMONS, JUNE 2014
  2. 2. Student learning environments <a href="https://www.flickr.com/photos/52995086@N03/4994254331/">stay at home photographer</a> via <a href="http://compfight.com">Compfight</a> <a href="https://www.flickr.com/help/general/#147">cc</a>
  3. 3. Student learning environments CAMBODIA HISTORY Photo Credit: <a href="https://www.flickr.com/photos/96588621@N00/401766670/">ccdoh1</a> via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by-nc-nd/2.0/">cc</a> LANGUAGE Photo Credit: <a href="https://www.flickr.com/photos/73645804@N00/4759535970/">woodleywonderworks </a> via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by/2.0/">cc</a>
  4. 4. Research question What is the effect of an after-school “learning space” on student academic achievement and their confidence in MYP Science? CONFIDENCE Photo Credit: <a href="https://www.flickr.com/photos/35101671@N06/5905789313/">Virginia Guard Public Affairs</a> via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by-nc/2.0/">cc</a> ACADMEIC ACHIEVEMENT Photo Credit: <a href="https://www.flickr.com/photos/92269745@N00/4612732045/">ralph and jenny</a> via <a href="http://compfight.com">Compfight</a> <a href="https://creativecommons.org/licenses/by-nc-nd/2.0/">cc</a>
  5. 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. 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. 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. 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. 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. 10. Research Design: Intervention
  11. 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. 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. 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. 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. 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. 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. 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. 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. 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. 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.

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