Result of Experiments done in Henderson 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 123 students in the programme. The programme consisted of a total of 10 sessions. The lessons were conducted in five (5) groups. One of the PAWER Learning instructor, Mr Koh took the first and second group on every Tuesdays, from 9.30am to 11.00am and 11.00am to 12.30pm. The other PAWER Learning instructor, Mr Goh took on the third, fourth and fifth group on every Wednesdays, from 8.00am to 9.30am, and 9.30am to 11.00am, and 11.15am to 12.45pm respectively. The programme commenced on 29/6/99 and was completed on 8/9/99.

    The students were in Primary Five (5) and there were about 25 students in each group. The students’ grouping was arranged by the co-ordinators, M Heng and Mdm Wong.

    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.

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

    1. Group One (Tuesday 9.30pm to 11.00am session)
    The students were from class 5D. According to Mdm Wong (HOD English), they were the cream of the P5 students’ population in the school. They exhibited great attitude and enthusiasm in learning.

    2. Group two (session: Tuesday 11.00am to 12.30pm)
    The group were made up of students from 5D and 5C. The instructor felt that most of the students from 5D (mostly girls) were reserved and required much prompting and encouragement to get them to contribute in class discussions. Generally, the students were well-behaved and attentive during lessons.

    3. Group three (session: Wednesday 8.00am to 9.30am)
    All the students from this group were from 5C. Generally the students exhibited great enthusiasm in learning, though they showed varying levels of abilities, language capabilities, motivation and attitudes.

    4. Group four (session: Wednesday 9.30am to 11.00am)
    The students that form this group came from a mixture of students from various classes; 5A, 5B and 5C. There were 10 students from 5A and they were EM3 students. According to Mdm Wong (form teacher of 5A and HOD of English), they were the best students of the class in 5A (EM3 students). The instructor felt that the ten students possessed great attitudes and enthusiasm in learning, though they may lack the learning and language skills for success. The other students from 5B and 5C showed varying levels of abilities, language capabilities, motivation and attitudes.

    5. Group five (session: Wednesday 11.00am to 12.30pm)
    All the students from this group were from 5B. Generally the students exhibited great enthusiasm in learning, though they showed varying levels of abilities, language capabilities, motivation and attitudes.

    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?” The findings are represented in the histogram chart presentation

    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)

    The concept on EQ / IQ was most 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.

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

    Time-management appeared to be the third 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 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 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.

    The “STAR” technique was found to be useful (fifth 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 fifth 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.

    The other items were ‘strengths and weaknesses” and “positive / negative thinking”.

    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 games and the presents were cited by the students as the items third and fourth most mentioned favourite items. Though the “teacher” was the fifth most mentioned favourite item, it was often cited in their writings (success journals) that they appreciated their instructors. Students felt the course was also relevant to them.

    Few students had indicated any item that they dislike in this course.

    Seven 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 few students who disliked the worksheets and felt that the lessons were boring and disliked writing success journals were mainly the underachievers. They preferred more games and hands-on activities.

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

    Nine 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.