{"id":374,"date":"2014-09-03T19:18:57","date_gmt":"2014-09-03T12:18:57","guid":{"rendered":"http:\/\/neilcommons.com\/?p=374"},"modified":"2014-09-03T20:26:52","modified_gmt":"2014-09-03T13:26:52","slug":"the-effect-of-an-after-school-learning-space-on-student-academic-achievement-and-their-confidence-in-myp-science","status":"publish","type":"post","link":"http:\/\/neilcommons.com\/?p=374","title":{"rendered":"The effect of an after-school \u201clearning space\u201d on student academic achievement and their confidence in MYP Science"},"content":{"rendered":"

Abstract<\/strong><\/span><\/p>\n

Twenty seven 10th<\/sup> grade MYP Science students across two classes attending Northbridge International School of Cambodia participated in an action research study exploring the question, \u201cWhat is the effect of an after-school \u201clearning space\u201d on student academic achievement and their confidence in MYP Science?\u00a0 A two group pre\/post design measured change in confidence and academic achievement in MYP Science.\u00a0 The comparison group completed an MYP Science unit on Car Safety before the learning space was opened whilst the experimental group completed the unit with the learning space support available.\u00a0 Results identified no statistically significant changes between the two classes with confidence or academic achievement.\u00a0 However, a statistically significant change was identified with the confidence of the sub-sample of English as a second language (ESL) learners indicating a positive impact of the intervention. \u00a0\u00a0Yet the lack of regular attendance by students may have impacted the results and resolving this issue will be the key focus of a further action plan.<\/p>\n

Introduction<\/strong><\/span><\/p>\n

With a gross national income of only $880\u00a0(The World Bank, 2014)<\/strong>, to be able to send your children to a fee paying international school in Cambodia is a strong indicator of economic success within families. However, due to the atrocities committed by the Khmer Rouge in the 1970s, many of the parents who are now enrolling their children in an international education did not have a typical educational experience, let alone one with an international bias.\u00a0 For during their youth, schools were converted into torture and detention centers and often the educated were intentionally targeted for being enemies of the state.\u00a0 Hence, they did not receive any consistent schooling.\u00a0\u00a0 Therefore, those Cambodians who have now succeeded, and indeed are affluent enough to send their children to an international school, did not find success based on education but are more likely to credit their success to an incredible combination of luck, hard work and a willingness to seize an opportunity in difficult times.\u00a0 These experiences appear to have impacted the student motivation and willingness to put in the time required for academic success. \u00a0\u00a0Furthermore, many of my students are faced with the additional challenge of being English as a second language learners (ESL) without the support of competent English speaking parents\/ guardians.\u00a0 Difficulties with the lingua franca of our school often cause students to get accustomed to failure which can furthermore impact their motivation to succeed academically.<\/p>\n

During a discussion with my own grade 9 homeroom about suitable learning environments, the idea of an after-school space, which also contained teacher assistance when required, was suggested.\u00a0 This idea was further developed into the creation of the learning space, found in a multipurpose room after school from Monday to Thursday and supported, with the presence of a teacher.<\/p>\n

Literature studies had identified the positive benefits of similar homework projects (Cosden, Morrison, Gutierrez, & Brown, 2004)<\/strong>, especially for ESL students.\u00a0\u00a0 However, a study of homework centers (Bender & Stahler, 1996)<\/strong> had also identified regular attendance as having a major impact on the success of students in such programs.\u00a0 The type of tasks being given to students as homework was also identified as an issue (Sanacore, 2002)<\/strong>.<\/p>\n

This study has is designed to produce quantitative evidence in response to the question, \u201cWhat is the effect of an after school study \u201clearning space\u201don student\u2019 (particularly ESL students) academic achievement and their confidence in MYP Science assessment tasks?\u201d\u00a0 My hypothesis was that attendance of an after school learning environment would help students gain greater levels of academic achievements and confidence.\u00a0 This would be due to the additional teacher support provided which would help explain the requirements of assessment tasks and impact the students’ confidence.\u00a0 Furthermore a positive learning environment, free from distraction and unlike that available at home, would allow students to more focused time on their assessment tasks which could also improve their academic achievement.<\/p>\n

Review of Literature<\/strong><\/span><\/p>\n

When considering the effects of an after school study support environment on students\u2019, particularly those who have English as a second language (ESL), it was important to identify research that described a similar scenario to the learning space being created for this action research investigation.\u00a0 It soon became apparent that after school programs appear in a range of guises.\u00a0 Often the driving force is also not always to exclusively increase academic achievement, but a more general youth development stance through a range of classic extracurricular activities.\u00a0 These can include youth organizations such as the Boys and Girls Clubs of America (Hirsh, 2011).\u00a0 Furthermore, the location does not always have to be the school. For instance, the role of local libraries in the United States of America was highlighted by R. J. Rua (Rua, 2008).\u00a0 However, the learning space was an after school study support environment for students to receive access to a positive learning environment and\/or to offer general academic assistance in accessing the literature, which provides the greatest similarity within the review of literature \u00a0to school based \u201chomework clubs\u201d.<\/p>\n

Cosden, Morrison, Albanese and Macias (2001) analyzed the benefits and the required structures of effective homework clubs.The homework-intervention components that were viewed as integral to the success of the program were the provision of (a) time, (b) a structured setting for homework completion, and (c) instructional support for students.\u00a0 This data also suggested that after-school homework-assistance programs can serve a protective function for children who are at-risk for school failure, particularly those who do not have other structured after-school activities or for those whose parents do not speak English at home. In general, it was noted that the effectiveness of a homework club is mediated by the availability of homework assistance at home, the quality of the after-school homework program and the nature of the homework assigned.<\/p>\n

In a later article Cosden, Morrison, Gutierrez and Brown (2004) noted that homework projects had a particularly positive impact on students who were ESL learners. This reflects the majority of students who would be involved with the learning space at my present school.\u00a0 However, certain risks relating to after-school homework programs were highlighted, and taken into consideration for this intervention:<\/p>\n