Result of Experiments done in Alexandra Hill Primary School

Evaluation tools on the effects of the programme
Appendix 3 presents the five questionnaires used in the survey:
The effects of the programme were evaluated by the following two ways:

Attitudinal questionnaire survey

Pre-test and post experimental tests were carried out to evaluate the effects of treatment. This study was an experimental research, involving an experimental and a control group. Pre-test and post experimental treatment tests were carried out to evaluate the effects of treatment. As almost all the students from the P4 level were participants in the PAWER Learning programme, the P5 students were taken as the control group. Both the experimental and control group took the questionnaire surveys during the school’s curriculum hours.

Except for the quantitative surveys, the control group had no knowledge of the treatment given to the experimental group.

Five questionnaires were used in the pre-test questionnaire surveys. The five questionnaires examined the effect of the achievement motivational training program on the five dimensions:

  • Attitude / Motivation
  • Study Skills
  • Lacks Of Control
  • Time Management
  • Self-esteem
  • After the post-test questionnaire surveys were conducted, the questionnaires will be coded and the responses put on computer file. . The SPSS software was used to compute the data and for analysis. The mean, standard deviation, mean difference and t-test were computed. Cronbach’s alpha was computed to test for reliability for both the pre- and post- test for all variables.

    Students’ rating on their perception of the effectiveness of the course

    With reference to Appendix “How Have I Got On?”, the experimental students’ feedback on the course are compiled and are shown in the Ratings Chart.

    Five factors taken from the feedback are discussed and are shown in the ratings chart:
    The rating measurement adopted a 6-point attitudinal likert scale with one (1) being the most favourable and six (6) being the least favourable.

    The findings are deliberated in the following sections of this report.
    A brief description of the students’ participants of the programme
    There were altogether 102 students in the programme. The programme consisted of a total of 10 sessions. The lessons were conducted in four (4) groups. Each group was taken by one instructor and the sessions were conducted every Wednesday from 1.15pm to 2.45pm.The programme commenced on 30/6/99 and was completed on 22/9/99.

    The students were in Primary Four (4) and there were about 25 students in each group. The students’ grouping was arranged by the co-ordinator, Mrs Ng.

    The following are a brief description of the students’ characteristics in each group:
    1. Group A
    The group consisted of students from various classes; 4A, 4C and 4D. According to the co-ordinator, the majority of the students in this group may have some attitudinal and motivational problems, or are weak in their study skills. There were some students from class 4D, and they were easily identified as student leaders in the group.

    2. Group B and Group C
    Group B were made up of students from class 4B and Group C were made up of students from Class 4C. Generally the students exhibited great enthusiasm in learning, though they showed varying levels of abilities, language capabilities, motivation and attitudes.

    3. Group D
    The students were from class 5D. According to the course co-ordinator, they were the cream of the P4 students’ population in the school. They exhibited great attitude and enthusiasm in learning.

    Students’ Attendance
    As were indicated in the students’ attendance sheet (Appendix 2), the lessons were well attended, with attendance rate of above 90% in most of the classes.

    Findings from the survey on the students’ perception of the effectiveness of the programme – “How have I Got On?”
    The students who had participated in the programme, rated their perceptions of the effectiveness of the programme in the form ”How have I got on?” (Appendix 3 ). The findings are represented in the histogram chart presentation (see below)

    Results Obtained
    The ratings indications show very favourable responses; rating responses for one (1) – the most favourable, were obtained most frequently for all the five variables – “useful”, “enjoy”, “worksheet”, “discussion” and “teacher”. The results showed evidence that students who had participated in the programme, perceived that the achievement motivation-training programme did have a positive impact on them.

    Ratings by Students on the items that benefits them most.

    (Items chosen less than two times were not noted)

    Time-management appeared to be the most beneficial item to the students. Upon probing further, the students revealed that they found the revision plan helpful, as it provided them a structure, an action plan strategy and the discipline to ensure adherence to the timetable.

    The concept on EQ / IQ (second most rated item) was vividly remembered by the students, though it was taught in the first lesson. The instructors felt that the concept was easy to understand and it was very much emphasized throughout the entire course; that EQ is more important than IQ and success is strongly correlated to hard work and effort.

    The “STAR” technique was found to be useful (third most beneficial) to the students in helping them to control the negatives. Children were trained to have self-discipline. Many of them expressed that they could now control themselves better – not to allow negative thoughts affect them.

    Goal-setting was the also the third most rated beneficial item, as students understood the reasons why it was important to set goals. Some students expressed difficulty in trying to understand the “SMART goal-setting” techniques, though they acknowledged it was important and useful.

    Sharing the third place for the most rated beneficial item was the Strengths and Weaknesses. Students enjoyed the lesson as it was conducted in a game-like manner.

    Exam techniques was the fourth-most rated beneficial item. Students felt that the lesson was relevant and useful to their preparation of school final-year examinations.

    The other item that students found beneficial (ranked fourth) was concept mapping. The students found revision (Science) was easier with concept mapping. They also enjoyed the drawing and colouring, and the whole process of putting their creativity genius at work.

    Items mentioned two or less times are not shown here.

    The course was fun and helpful – these were generally the highest rated items which students felt were the thing/s they liked most. The item “games” was cited by the students as the item second most mentioned favourite items. Though the “teacher” was the third most mentioned favourite item, it was often cited in their writings (success journals) that they appreciated their instructors. Students felt the course was also helpful and relevant to them in their work. The item “presents” was the fourth most mentioned rated item.

    Few students had indicated any dislike for any item in this course.

    A great number of students found the course difficult and confusing (rated as the item students dislike most) in some concepts such as “SMART Goal-setting”, “STAR techinques” etc. These are mainly the slow learners and students with less enthusiasm in learning, though most students find the course fun and interesting, as are seen in their success journals.

    The few students who disliked the worksheets (rated fourth) and felt that the lessons were boring (rated second) and disliked writing success journals (rated fifth) were mainly the underachievers. They preferred more games and hands-on activities.

    Ten students mentioned that they dislike the class when the students were noisy (rated third). The classes were noisy, particularly in classes where there were a high concentration of underachieving students. In the course, the instructors avoided the use of “punishments” or other punitive measures that will cause students to lose their confidence and self-esteem – the feelings that they are no good students. The behavioral (shaping) and the cognitive approach were used to guide students to the desired behavioral pattern.

    Thirty-one students wanted more games in the course. They felt that the games were fun and they enjoyed themselves very much.

    Twenty-two students felt that the ten sessions of PAWER Leaning were too short and it should be extended or carried on to a second module of PAWER Learning lessons.