It is that time of year again. A pasty-faced band of colleagues return from their Christmas holidays having churned out 20,000 words for their MA Education dissertations. I have commented here before on some of the Masters work I have supported in my school. This year I want to share their work a little further (if my blog and twitter followers amount to ‘further’.)
With their kind permission I have reproduced their abstracts here. If you want to read their full reports, or to follow up a query with them, you can either type your email address into the comment box at the bottom of this post, or DM your email via twitter. It would be well worth your while!
Exploring the indirect impact of regular early morning football training on academic success: Can sport be used to develop a more academic culture?
By Daniel Saunders
Background: There are numerous studies which discuss the benefits being physically active can have on physical and mental wellbeing as well as cognitive development in young people. Equally, there is currently much debate regarding the potential academic benefits of sport although many studies have struggled to find a causative link. Over the past three academic years, students at our North London mixed comprehensive school have had the opportunity to attend early morning football training sessions. This study seeks to determine whether there are any academic and non-academic benefits developed as a result. Method: Students who attended over 50% of the sessions were eligible for the study and the rest of their cohorts were deemed to be control groups. Student progress data was measured over the academic year, form tutors were asked for their opinion of students’ development, students were given questionnaires to determine their enjoyment of school and their perceived impact of the study, parents were interviewed to determine their opinion of their son’s improvement and attendance, punctuality and homework completion was measured to determine if the study has impacted upon their academic culture for learning. Conclusion: Students who participate in early morning football training achieve comparable results when compared with their respective cohorts. Form tutors and parents have made numerous suggestions that lead the researcher to believe that students who participated in the study developed significantly more positive attitudes towards school. Punctuality of students involved in the study was significantly better on days where early morning sessions were available as opposed to non-training days. The data obtained suggests that homework completion may be beginning to improve with the research sample who have been attending early morning training sessions for a longer period of time suggesting there may be a dose-response relationship which is yet to be understood.
How does a Mastery Learning teaching method compare to a responsive teaching method actively developed over time?
By Darren Glyde
This paper analyses in detail the Mastery Learning teaching approach and compares it to a tried and tested technique developed by a colleague over time. The two methods were applied to two GCSE Art classes, each taught by one method. The data collected has shown that both methods of teaching are able to raise attainment within the four core skills being investigated. The findings demonstrate that over a short period of time a Mastery approach of delivering skills based learning is effective, however, in the long term the tried and tested method of teaching produced higher levels of attainment overall.
An action enquiry to assess the effectiveness of a deconstruction model of teaching when applied to exam style reading-questions in year 8 English lessons, with a focus on: How far it can aid understanding of the question and whether it provides structural support when writing an independent response to a question.
By Megan Clarke
This study explored the effectiveness of a deconstruction model when applied to exam-style reading questions in year 8 English lessons. It focused on the extent to which it aided students’ understanding of a question and whether it provided a structural support when students wrote independent responses to the question.
Data analysis revealed that implementing a model which focused on: vocabulary; the deconstruction and reconstruction of a question; and student-led scaffolding, to be beneficial in affective terms and promoted self-efficacy in students as learners, including independence. The results showed the specific areas of the model were successful in strengthening the breadth of responses to questions when delivered in a classroom environment, although, the small scale of the research would necessitate further quantitative and qualitative data collection and analysis in order to generalise and validate the use of the model further.
An Investigation into the Effectiveness of Distributed Practice and Practice Testing Revision Strategies on Students’ Learning.
By Louise Legg
Students often struggle to complete revision in preparation for important and final exams and teachers are sometimes uncertain of how best to support students at this time. Experts in the field of cognitive psychology propose two revision strategies as being the most effective in improving students’ learning, namely distributed practice and practice testing. This research tested the effectiveness of these strategies in improving students’ learning in A-Level Psychology lessons. An action research approach was employed and a variety of techniques used to test the effectiveness of these strategies over the course of several months. Findings suggest that practice testing and distributed practice can enhance students’ learning and lead to improved performance in assessments. It was concluded that embedding these strategies within the teaching of subjects across the school and from an early age, could lead to an improvement in students’ ability to prepare for exams and in their overall academic achievement.