Result of Experiments done in New Town 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 158 students in the programme. The programme consisted of a total of 10 sessions. The lessons were conducted in seven (7) groups. Each group was taken by one instructor and the sessions were conducted in seven groups, consisting of Monday (10.30am to 12.00pm), Tuesday (9.00am to 10.30am & 10.30am to 12.00pm), Thursday (9am to 10.30am & 10.30am to 12.00pm) and Friday (10.30am to 12.00pm). The programme commenced on 12/7/99 and was completed on 27/9/99.

    The students were in Primary Five (5) and there were about 20 to 25 students in each group. The students’ grouping was arranged largely by the students’ choice of sessions – the session, which they feel, are the most convenient.

    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”. In all the five variables, more than 70% of the students rated for one (1) and two (2). 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 (highest 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.

    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.

    The other item that students found beneficial (ranked third) 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.

    Sharing the third highest rated item is comfort zone. Students enjoyed the story-sharing sessions about controlling negative thinking. 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.

    Revision skills (ranked fifth) and Time-management (ranked sixth) appeared to be 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.

    Goal-setting was the also the sixth 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 most seventh most rated beneficial item was the Self-awareness: Strengths and Weaknesses. Students enjoyed the lesson as it was conducted in a game-like manner.
    The eighth most rated item was the purpose. Through stories and quizzes, students appreciate why they need to have a purpose – a pre-requisite for success.


    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. Students felt the course was also helpful and relevant to them in their work. (second highest rated item).The item “games” was cited by the students as the item third most mentioned favourite items. Students expressed appreciation for the presents given to them as incentives for good performance (rated fourth). The stimulating stories (rated fifth) captured the heart of most students. Though the “teacher” was also the fifth most mentioned favourite item, it was often cited in their writings (success journals) that they appreciated their instructors.


    Few students had indicated any item that they dislike in this course.
    Thirteen students wanted to have more games in the course, as they derive great joy and excitement from the games. The few students who felt there were too much work (rated second) and felt that the lessons were boring (rated third) were mainly the underachievers. They preferred more games and hands-on activities.


    Forty 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.

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

    Five students wanted more presents to be given to them.