Session 5: Reflections

The highlight of today's session was the "excursion". We went for a library tour, followed by a chill-out session at the students' hub. It was a nice cosy place, especially when it's not crowded. I think i can just sit there to watch the rain, over a cup of hot coffee and a good book! ;p

That aside, today we got a first-hand experience of being a "proper researcher"! We were supposed to do a "mini-research" in our groups, from collecting data & analysing data to report writing.
From the WIHIC data collected yesterday, we ran the Cronbach Alpha Reliability test and the paired-sample T-test (which i've described in the previous post). This is still manageable. The difficult part, i feel, is the report writing and data interpretation part. Of course, the data analysis part went to the Maths and Science teachers (Andrew, Yingjie and me) while the abstract and literature review part was crafted out by Selina and Sushi.
The main difficulty we faced was in coming up with the research question and the rationale of this research. Perhaps it was due to the fact that we had a long day, and the weather was cool and relaxing, we decided to call it a day and let our brains rest.

Group Assignment - Writing a report

Various sections required in writing a report:
Cover page - Title, group members name, abstract, 3 key words
Introduction
Body
-Literature Review
-Research questions
-Methodology
-Sample (how many, who etc.)
Instrument (Eg. WIHIC - include table 1 to describe scales and description of scales)
Procedure
Findings
Conclusion - recommendations
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Report will include 3 tables and 1 graph.
TABLE 1: Scales
TABLE 2: Report Cronbach Alpha results
TABLE 3: Scale means, Standard Deviation and Item means (*scales if P<0.05)
Note: APA format - Three horizontal lines in data table only

In plotting a line graph (using item mean):
(1) If there's no sig diff, take the average of the two means and plot as a single point.
(2) If there's a sig diff, plot the two means as separate points.
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Note:
In citing references,
(1) For journal, title of article should not be be italics, but name of journal should be
(2) For book, name of book should be in italics instead

Refer to link for more examples.

More on data analysis

Cronbach Alpha Reliability
- to find out how reliable a questionnaire is
- to find out if all the items in the questionnaire are reliable ( ~0.6-0.9 would be good)
- to find out if the items can be repeatedly used
( Low reliability might be due to: context used, wordings of items, interpretation of statement by participants etc)
- Too high a cronbach alpha reliability is not desirable. It could mean that the particular item is redundant.

Paired Sample t-test
The Paired Samples T Test compares the means of two variables. It computes the difference between the two variables for each case, and tests to see if the average difference is significantly different from zero.

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Preparing the data...
In this case, we will pair Pref_SC with Act_SC, Pref_IS with Act_IS etc.
In SPSS,
(1) Data input the mean values (for both pref and act)
(2) Check that all the data are of the same decimal places
(3) To analyse: Click on analyze --> compare means --> paired-sample T-test
(4) Choose the different pairs of data for comparison
(5) Under options: Set confidence interval to 95% --> 'ok'

To save the data in a different format, go to the left hand side, select the data that we want to save, right click and choose the file format as required.

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Analysing the data...
As we are using 95% confidence interval, an alpha value, p <0.05 means that the difference is significant.
For eg, if p = 0.001, it means that there is a significance difference between the actual mean and preferred mean (a gap exists). So, some interventions will be needed to address these differences.

Session 4: Reflections

Some pointers to note when constructing questionaires:
(1) Use positively worded statements
(2) Limit number of items per scale (about 4-5)
(3) To use a 4-point Likert Scale

The groupwork session (case study) provided "real" examples on the different school climate. The one that my group did on portrayed a negative school learning environment. The school physical environment was lacking, even though the "people element" appears to be positive. Even though the prinicipal was experienced and people-oriented, that apparently didnt help in terms of the school's academic achievement. From the case study, we also found out that pupils of the school did not have any disciplinary issues. However, they lack motivation and did not have a sense of pride for the school. This shows how the both physical and human aspects of a school can impact the school's learning environment. The human aspect will include the management, the teachers and the students themself.

Very often, in our neighbourhood schools, a common "problem" faced by teachers is the discipline of the students. However, a disciplined but not motivated student will also not be able to excel. Teachers need to first have the belief that every child has the potential to succeed. Only then can we inculcate the correct values to our students so that they will have the right attitude. Also, depending on the ability of the students, we have to adjust our teachings and expectations accordingly.

Today, we also had the chance to try out the WIHIC survey ourselves, and were supposed to analyse the results using SPSS. This hands-on session is useful especially for those of us who wanted to carry out a similar assessment back in our schools.

SPSS - A simple guide

(1) In the data view, copy and paste data from Excel.
Note: Only copy the data, ignore the headings.

(2) In the variable view,
- change the name (eg. Pref1_SC)
- change the number of decimal place (as required)

(3) Go to Analyze --> Scale --> Reliability Analysis
- Highlight and select the data needed for analysis (eg. Pref1_SC to Pref7_SC)
- Choose statistics (check all boxes except the last two: Tukey's test... & Intraclass...)
- Click 'continue', then 'ok'

(4) Save file

School Learning Environment

4 Broad Categories which affects a school's LE

(A) School - school culture, physical aspect, money, school leaders' vision, discipline, leadership, support staff, security, resource adequacy

(B) Teacher - teaching methodology, shared vision among staff, professional interest, staff welfare, work pressure

(C) Student - S-T interaction, S-S interaction, learning styles of students, students' attitude, emotional well-being

(D) External - Parents' support

Session 3 - Reflections

From today's lesson, i've had a better understanding of the different tools available in assessing LE. I also understand the need to assess the learning environment, to address any gaps, so as to maximise pupils' learning. This will allow me to better understand the readings which i've previously failed to grasp. I think it'll definitely help when i go back and re-read the articles again.

Before this lesson, i didnt know who Fraser is. His name has appeared so many times in the articles that i've read. I also didn't know who Murray was. We've studied about Maslow's Hierarchy of Needs, but didn't know that it was actually developed from Murray's work. So today's lesson provided had a good introduction on the different reseachers who had contributed significantly in the research of LE. (Like Lewin (1936), Murray (1938) to Walbery, Moos and Fraser and Fisher. )

We were introduced a number of quantitative tools in the assessment of LE. I'm especially interested in WIHIC. It seems to be an easy tool for "beginners" to adminster. For a start, i think i will work on the LE of a mathematics class. Since my school is on the moodle e-learning platform, i would try to work with my colleagues to come up with something online, that'll benefit the whole department. I'm definitely looking forward to the lesson on SPSS, as it'll also help in my AR project.

Session 3 - Henry A. Murray

Henry A. Murray (May 13, 1893 – June 23, 1988) was an American psychologist who taught for over 30 years at Harvard University. He was founder of the Boston Psychoanalytic Society and developed a theory of personality based on "need" and "press". He also is developer of the Thematic Apperception Test (TAT) which is widely used by psychologists. The work of Lewin and Murray laid the foundations for classroom environment research.

More information on his background and professional career can be found at:
http://en.wikipedia.org/wiki/Henry_Murray

Needs-Press Model
Needs refer to personal needs; the tendency for an individual to move in the direction of his goals.
Press - refers to environmental press; the external situation that supports/hinders the realisation of the personal needs.

The Thematic Apperception Test is a widely used projective measure of personality. Historically, the Thematic Apperception Test or TAT has been amongst the most widely used, researched, and taught projective psychological tests. It taps a subject's unconscious to reveal repressed aspects of personality, motives and needs for achievement, power and intimacy, and problem-solving abilities.

Murray's Psychogenic Needs consist of 27 needs. Three of these, especially, have been the focus of study: the need for Power, Affiliation, and Achievement. Murray contended that environmental forces played a significant role in the exhibition of the psychogenic needs. He called the forces "press," referring to the pressure they put on us that forces us to act. He further argued for a difference between the real environmental forces, alpha press, and those that are merely perceived, beta press.

The Use of High-Inference Measures To Study Classroom Climates: A Review
This paper reviews the impact high-reference measures had on studying classroom climates. Early literature of classroom climates from the late twenties through the early sixties is reviewed. Also, pertinent classroom climate literature that incorporates specific high-inference measures has been reviewed.

Research using high-inference measures for investigating environmental phenomena began with the Activities Index. From the Activities Index, several “environmental indexes” were developed based on Murray’s Need-Press Model. These environmental indexes were self- administered questionnaires asking high school and college students about various dimensions existing within those institutions. The responses to the various dimensions were regarded as “student perceptions” of the climate or learning environment and were useful in predicting achievement and contributing to the understanding of educational processes.

Session 3: Assessing the Learning Environment 1

Today's class started with a recap of the key ideas about LE:
students' needs, students' perception of environment, school culture, school climate, human behaviour, school environment, classroom environment (conducive?), psycho social, gender differences, assessment, attitude, cognitive development, community, motivation level.

One important thing about LE is about "fit". The "fit" between teacher and environment, students and environment, and i think, even teacher and students. If there exists a mis-fit, then problems will exist. There must be a tool to help us surface these problems, before we can do something to address them.

Murray's Need-Press Model of person and environment representation
LE can either support or hinder the development of personalities which affects human behaviour. On the other side of this model, we were introduced to Alpha Press (by a detached observer) and Beta Press.

Quantitative & Qualitative
We also learnt that both quantitative and qualitative modes should be complementary. Quantitative research, although easier to administer, might not be sufficient or reflective. When carrying out a survey/questionaire, we need to consider the following factors:
duration, time, length, wording, mode of administration, sample size etc. A sample size of 30 is consider to be sufficient.

Classroom Learning Environment Research

Readings
(1) Classroom environment research and possibilities
(2) Science Learning Environments: Assessment, Effects and Determinants
(3) Chinese Language Learning Environment

When I first read these articles, I was quite amazed that there are so many tools/instruments available in assessing the classroom and school environment. These tools have been used and modified over the years, and many have proven to be valid. The flexibility of these tools is also evident, as the Chinese language classroom environment inventory (CLCEI) was developed from the WIHIC instrument.

I supposed these tools are similar to the School Climate survey that we are required to complete every year. The survey aims to find out teachers' perceptions on the school leadership, school climate, school working environment etc. so that the school leaders can do something to address the areas for improvements. Some of us might do the survey with dread. Reason? There are simply too many questions to be answered. In the end, some teachers might just go through motion, do for the sake of doing, and might not reflect and answer truthfully.

Even from the pupils' perspective, they might suffer from "survey-fatigue" if the assessment is not carried out appropriately/at the correct time. Some of my pupils commented before that sometimes, they'll just click without really reading the questions, in order to get the survey over and done with quickly. Thus, in order for a survey instrument to be accurate, it must not be too lengthy and the objectives must be communicated clearly to those doing the survey.

Tools aside, i was more interested in how we can make use of the results obtained to create a more positive learning environment. One interesting thought crossed my mind while reading these articles: Pupils seemed to be the customers, and educators the "service provider". We use the tools to find out the gap between the actual and preferred classroom environment, and attempt to address this gap. This is because actual-preferred congruence seemed to enhance pupil learning.

The articles also suggest that trainee teachers be taught and made aware of what makes a positive classroom environment, so that they can start on the right note and modify their teaching methods accordingly when they start their teaching career. However, we must not forget about those who are already in service for years. They might face more inertia to change, but in order to provide the best for the pupils and to catch up with the changing times, upgrading is a must.

Besides looking at the classroom and school environment, the research also suggest that we place more attention to look at how external environment (especially home) also play an important part in influencing learning outcomes. Educators must work closely with parents and guardians of the pupils and gain the support and cooperation of the parents. I find that a lot of the under-achieving pupils come from less supportive backgrounds. Sometimes, i get parents telling me to help to monitor and advise their sons/daughters as the parents find that they've lose control of their children already. This shows how much trust the parents placed in schools and teachers. The roles and responsibilities of a teacher is no doubt very great. We have to be parents to the 40 children under our charge (form class), to make sure they learn the right thing. And learning outcomes do not only refer to academic. Teaching of values and life skills are just as important.

Indicators: Engaging Learning Environment

Videos: Quilt Maths & Bicycle Journey
http://www.ncrel.org/engauge/framewk/efp/environ/efpenvsu.htm

In both these instances, the teachers attempt to engage their learners through interesting means: maths journal and discussion using quilt; email exchanges to get first-hand info/insights on other countries.

Having an engaging learning environment is every teacher's dream. However, it is easier said than done. In the initial phase, we often have to spend hours preparing for a 1hour lesson. There is always an inertia to get out of our "comfort zone" and try out something new.

However, i feel that an engaging learning environment need not necessary means having to be creative and doing new things all the time. It is possible that a teacher can meaningfully engage his/her class in a typical classroom setting.

I've the opportunity of visiting some secondary schools in China (Dalian, Shenyang & Beijing). It is a known fact that China students are usually very strong in maths. I was thus very interested to find out how the Maths lessons were carried out. What strike me most was the discipline of their pupils! Very attentive and eager to learn, and definitely engaged! Teaching style? Mainly chalk and talk. The mode of delivery of the lessons in ensuring an engaging LE depends very much on the ability and motivation level of the targeted audience i.e, our students.

Of course, all work and no play makes Jack a dull boy. Once in a while, we can still incorporate fun elements into our lessons. But teachers should balance between time spent on preparing these "interesting" lessons and their personal time. Technology has provided us with many new tools to create the LE that we want.

The first posting... in MEd 858 Class

This is my very first posting... still exploring..