Result of Experiments done in Blangah Rise 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 122 students in the programme. The programme consisted of a total of 10 sessions. Lessons were held every Saturday ( 2 different sessions) from 10.15am to 11.45am and from 12.00pm to 1.30pm. The programme commenced on 3/4/99 and was completed on 7/9/99.

    The students were in Primary Four (4) and they were then made up of five groups – Group A, B, C, D and E. There were about 25 students in each group. The students’ grouping was arranged by the co-ordinator, Mrs Lee.

    The following are a brief description of the students’ characteristics in each group:

    1. Group A
    The students’ academic results indicates below average or / low academic achievement, and it may indicate characteristics of underachievement. The instructor (Mr Goh) felt that most of the students were intelligent, though many of them lack the confidence, self-esteem and adopt some self-defeating behavioral pattern that undermines academic excellence and low achievement attainment.

    2. Group B, C and D
    These groups were a mixture of students from various classes. The students exhibited varying levels of abilities, language capabilities, motivation and attitudes.

    3. Group E
    Students in Group E were mainly from class 4D. According to Mrs Lee, 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 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)

    The concept on EQ / IQ was most vividly remembered by the students, though it was first 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.

    Time-management appeared to be the second-most beneficial 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 third most beneficial item was “positive / negative thinking – how to control myself”. 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. The “STAR” technique was found to be useful (fifth most beneficial) to the students in helping them to control the negatives.

    The fourth most beneficial item was revision skills. Students felt that the lesson was relevant and useful to their preparation of school final-year examinations. The other topic that students found beneficial (ranked fifth) was concept-mapping. The students found revision (Science) easier with concept-mapping. They also enjoyed the drawing and colouring, and the whole process of putting their creativity genius at work.

    The other items were “EXAM techniques”, ‘strengths and weaknesses” and “goal-setting”. Some students expressed difficulty in trying to understand the “SMART goal-setting” techniques, though they acknowledged it was important and useful.

    Items mentioned two or less times are not shown here.

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

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

    Five students mentioned that they dislike the class when the students were noisy. The class 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.

    The five students felt that the lessons were boring and difficult were mainly the underachievers. They preferred more games and hands-on activities.

    Eighteen students felt that the ten sessions of PAWER Leaning were too short and it should be extended further.

    Most of the thirty students who wanted to have more games, were underachievers.