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VOLUME 16 NUMBER 1 January 2017
Table of Contents
Item Consistency Index: An Item-Fit Index for Cognitive Diagnostic Assessment ....................................................... 1
Hollis Lai, Mark J. Gierl, Ying Cui and Oksana Babenko
Factors That Determine Accounting Anxiety Among Users of English as a Second Language Within an
International MBA Program ................................................................................................................................................ 22
Alexander Franco and Scott S. Roach
(Mis)Reading the Classroom: A Two-Act Play on the Conflicting Roles in Student Teaching .............................. 38
Christi Edge
Coping Strategies of Greek 6th Grade Students: Their Relationship with Anxiety and Trait Emotional Intelligence
................................................................................................................................................................................................. 57
Alexander- Stamatios Antoniou and Nikos Drosos
Active Learning Across Three Dimensions: Integrating Classic Learning Theory with Modern Instructional
Technology ............................................................................................................................................................................ 72
Thaddeus R. Crews, Jr.
The Effects of Cram Schooling on the Ethnic Learning Achievement Gap: Evidence from Elementary School
Students in Taiwan .............................................................................................................................................................. 84
Yu-Chia Liu, Chunn-Ying Lin, Hui-Hua Chen and He Huang
Teachers Self-Efficacy atMaintaining Order and Discipline in Technology-Rich Classrooms with Relation to
Strain Factors ....................................................................................................................................................................... 103
Eyvind Elstad and Knut-Andreas Christophersen
Competence and/or Performance - Assessment and Entrepreneurial Teaching and Learning in Two Swedish
Lower Secondary Schools .................................................................................................................................................. 135
Monika Diehl and Tord Gran Olovsson
Review in Form of a Game: Practical Remarks for a Language Course ...................................................................... 161
Snejina Sonina
1
Introduction
In educational testing, items are developed to elicit a correct response
when examinees demonstrate adequate knowledge or understanding on
the required tasks and skills within a specified domain. The methods of
specifying knowledge, the conceptualization of content domains, and the
design of how an item elicits responses are currently undergoing
significant change with the evolution of our test designs. But one outcome
that remains the same is that an item must assess the tasks and skills as
intended, and the quality of each item must be judged to be high if it is to
be included on the test. In most test designs, item discrimination power is
a statistical criterion that is synonymous with describing item quality.
approach, the proportion correct response for examinees with the same
skill pattern is compared with the expected proportion predicted by the
cognitive model. Differences between the expected and observed correct
proportions are then summed across all skill patterns and weighted
proportionally by sample size. That is, model-fit for item j was defined
as:
2
. ( )
2 = ( ) ,
Given I examinees were administered with J items, the HCI for examinee i
is calculated as:
.
2 =1 (1 )
= 1 , (1)
The HCI is a useful index for analyzing person-fit across different types of
CDAs, as it requires only the use of the Q-matrix and examinee responses.
In this study, we modify the HCI to create an index for analyzing item-
model fit. Thus, the purpose of this study is twofold. First, we introduce
and define an item-model fit index called the item consistency index (ICI).
The ICI is used to evaluate the fit of an item related to the underlying
cognitive model used to make diagnostic inferences with that item.
Second, we present results from two studies to demonstrate both the
simulated and practical performance of the ICI across of host of testing
conditions typically found in diagnostic assessments.
.
= (1 ) . (2)
= .
1 . , (3)
It should be noted that the HCI only considers students correct responses
for analyzing misfit of a given item ( = 1). That is, misfit is calculated
against the required skills only when students have provided the correct
response. While this was adequate for analyzing misfit for person-fit,
analyzing item-fit against a cognitive model also requires comparisons to
be made when students respond to an item incorrectly ( = 0). As such,
an evaluation of item-fit needs to account for this alternative comparison.
For example, suppose an incorrect response was given on our exemplar
item that required the skill pattern of [1,0,1,0]. From this item response,
we could infer that the examinee does not possess all the necessary skills
required to solve this item and, therefore, should respond incorrectly to
all items that require the same skill pattern of [1,0,1,0]. Furthermore, the
examinee should also respond incorrectly to items that require more skills
than the current item (i.e., [1,1,1,0], [1,0,1,1], [1,1,1,1]). These items that
require the same skill or a more complex skill pattern can be
conceptualized as an alternative subset of item j ( ), and a correct
response in any of the items belonging to can be conceptualized as a
misfit. This outcome can be expressed as:
= .
(1 ). (4)
2 (1 )+ (1 )
= 1 , (5)
1 0 0 0
0 1 0 0
1 1 0 0
0 0 1 0
1 0 1 0
0 1 1 0
1 1 1 0
0 0 0 1 . (6)
1 0 0 1
0 1 0 1
1 1 0 1
0 0 1 1
1 0 1 1
0 1 1 1
1 1 1 1
Table 1. Correct response probability given the level of item fit and whether
the examinee possesses the required set of skills
Item Fit
Required skills Good Poor
Present 0.9 0.6
Not present 0.1 0.4
Table 2 contains a summary of the mean ICIs for each condition. The
mean ICIs were calculated separately for the poor- and well-fitting items.
The overall mean for poor-fitting items was 0.30 whereas the mean ICI for
well-fitting items was 0.53. Three observations must be noted from the
results in Table 2. First, test length tended to have a positive impact on the
values of ICI. For example, CDAs with only one item measuring each
skill pattern (i.e., test length=15) had consistently lower ICIs compared to
CDAs with two or three items measuring each skill (i.e., test length=30 or
45). Second, as expected, the magnitude of the mean ICI differences
between poor and well-fitting items tended to decrease when an increase
in poor-fitting items included in the ICI. Third, the means of ICI were
relatively stable across different sample sizes for each condition.
Table 2. Summary of the mean ICIs across the three variables manipulated in
the simulation study
Items were also classified based on the cut-score criterion. This simulation
process was repeated 100 times, with the correct classification rate, or
power, being the likelihood of correctly identifying a poor-fitting item
using the ICI across the conditions in the simulation study. The power
values for the 27 conditions are shown in Table 3. The conditions with the
highest power were found in CDAs with the longest test-length (45),
specifically with conditions that had the largest proportion of poor-fitting
items (25%). Under those conditions, the highest power was 0.99,
meaning that for the ICI criterion of 0.50, 99% of all poor-fitting items
were correctly classified across 100 replications. The lowest power values
were found in conditions with the smallest sample size (800), where a
power of 0.67 was found for a 30-item CDA with 5% of poor-fitting items
and 1600 examinees.
There were no obvious trends that the sample size manipulated across the
three levels yielded important differences among the power or
misclassification of well-fitting items. This finding suggests that the
sample sizes used in this study do not yield important ICI differences
across our study conditions. This outcome could also suggest that the
representation of approximately 50 examinees per skill pattern may be
sufficient for evaluation of the ICI.
Three hundred and twenty four student responses were collected, which
would yield approximately 45 students per skill pattern if the patterns
were distributed equally across the skills. Participating teachers would
first instruct on the topics relevant to subtraction within their classrooms,
and then administer the CDA to students at a convenient time within
two-week of instruction. The CDA was delivered using an online
computer-based testing system. Students were presented with CDA
items that contain both an item stem to prompt for a typed-response and
an interactive multimedia component that provided additional
information for students to understand the item. From this
administration process, responses were collected, formatted and scored
dichotomously. As the participation of this CDA was voluntary, students
with greater than two missing responses were removed from the analysis
to minimize unmotivated responses (as the completion of the CDA was
not mandatory). For the purposes of demonstrating the ICI, only the
scored student responses were used.
The results are summarized first at the test level and then at the item
level. Overall, the results were ideal at the test level. The median HCI,
which is used to quantify the fit of the responses to the expected model of
response on a CDA, was 0.81. With a cut-off of 0.70 as the quality criterion
for CDA designs (Gierl, Alves, & Taylor-Marjeau, 2010), this result
suggests that the student responses fit with the expect model of response
for subtraction. As the purpose of this CDA is to identify non-mastery
students in order to refine and enhance instruction, the majority of
students were expected to master the CDA.
At the item level, Table 5 provides a summary of the results from the
subtraction CDA. The p-values of each item and the discrimination value
(i.e., point-biserial correlation) are presented along with the ICI values.
Three findings should be noted from these results. First, the ICI was not
Discussion
The purpose of this study is to introduce a statistic for determining item-
model fit with CDA. The item consistency index (ICI), an extension of a
person-fit index for CDA called the Hierarchy Consistency Index (HCI), is
a standardized outcome that measures the ratio of misfitting responses
relative to the total number of response across all examinees on a given
item. Similar to the HCI, the requirements for evaluating item-model fit
using the ICI is an item-by-attribute definition of skill mastery called the
Q-matrix in addition to the student response vectors. The ICI has a
maximum value of 1, which suggests all students responded identically to
an expected skill pattern, and a minimum value of -1, which suggests
item responses were the exact opposite to what the expected skill patterns
suggest. We present two use cases to demonstrate the properties of the
ICI under simulation. In addition, we demonstrate the applicability of the
ICI through the use of real data to highlight how the ICI can be applied to
identify poor-fitting items on a CDA. These two proof-of-concept
applications demonstrate how the ICI can be applied in the real world
and call for future studies to establish better evaluation criterion for the
ICI.
Results from the simulation study provided some general insights on how
the ICI performs as a method for detecting item misfit in CDA across a
range of testing conditions. Using a cut-score classification method to
determine poor-fitting items, the ICI was able to identify the majority of
the poor fitting items across different simulated conditions. Although the
item-model fit is described in a range by the ICI, the use of a cut-score to
classify poor fitting items provided a simple outcome to interpret for
evaluating how the ICI will perform in a given testing scenario. In
addition, results from the simulation study demonstrated a few
assumptions that must be met for the ICI to detect item misfit accurately.
The number of items used for each skill pattern and the total number of
poor fitting items were two features that affected ICI performance. The
implication from these findings demonstrate that although CDA demands
a different paradigm of scoring and statistical approaches, traditional
issues such as consistency of the responses for a given set of skill can still
be problematic in estimating item-model fit. From our simulation results,
we suggest the use of three items per attribute or more per skill pattern to
ensure adequate ICI detection. This finding is consistent with the
research in establishing an adequate reliability in measuring attributes of
skills (Gierl, Cui, & Zhou, 2009), where the authors stated that the idea of
a short yet diagnostic test will not likely yield results with sufficient
reliability.
Sinharay and Almond (2007) noted that tests with many poor-tting items
indicate a problem with the overall model, whereas tests with few poor-
fitting items indicate problems lie in the items themselves. In our
simulation, we demonstrated that the ICI will produce similar results,
where an increase of poor-fitting items in a CDA will lower the precision
of the ICI. This finding may be linked to the fact that as more poor-fitting
items are introduced, these items affect the fit of items requiring the same
set of skills leading to an overall decrease in magnitude of ICIs. Table A5
in the Appendix illustrates this effect, where the mean ICI for well- and
poor-fitting items under the 45-item simulation decreases as the
proportion of ICI increases. In sum, a rigorous and principled test
development process is needed for CDA to ensure all test items are
created with minimal deviation from the expected set of skills they were
designed to probe. Otherwise, poor model-fit results will lead to poor
diagnostic outcomes.
The second study provided a snapshot on the utility of the ICI when
applied to an operational CDA. Using a set of carefully designed CDA
items, the ICI detected three consecutive poor-fitting items at the
beginning of the assessment. This finding suggests that the ICI can not
only be used for evaluating item-model fit, but can also be used for
evaluating the consequences of test design at the item, attribute, or the
cognitive model level. In our example, the three items flagged as poor
fitting measure the same attribute revealing that the attribute may be mis-
specified in the cognitive model. In addition, the independence of ICI
from the difficulty and discrimination values suggest that item model-fit
for CDA provides a unique measure of how an item is able to accurately
predict performance. Hence, the definition of a good item for CDA may
not only be how well an item is able to distinguish poor-performers from
good-performers, but also how consistently an item can elicit responses
that match the expected response patterns specified in the cognitive
model (i.e., Q-matrix).
While the ICI provides a new statistical method for scrutinizing CDA
development, the second study highlighted the fact that the most crucial
part of a well-designed CDA remains with item development. The
importance of item development is, sometimes, neglected in CDA.
Although CDA scoring methods can account for different levels of skill
contributions, the link between how a skill is measured with how the skill
is presented in the form of an item remains largely a subjective
interpretation of the test developer and content specialist who create the
CDA. To reliably measure a set of skills, multiple items are needed. Yet
creating parallel items is often time consuming and expensive. Ensuring
that each item is uniformly developed with the same set of skills is one
critical activity in test development for CDA that ensures examinees
receive useful diagnostic feedback.The ICI is co-dependent with all items
requiring a related set of skills. Therefore, to ensure adequate item model-
fit, every item in the CDA must adhere to a high level of quality and
alignment relative to the expected skill the item is designed to measure.
index has not yet been established and is required to determine the
adequacy threshold of item model-fit. Third, as the reliability of CDA
measures is highly dependent on the defined skills, more research is
needed to determine which model structure is ideal in the application of
the ICI. Our analysis relies on non-compensatory attributes, meaning
skills are independently defined, acquired and cannot be moderated by
existence of other skills. This will likely limit the ICI in measuring item fit
for testing complex skills but not for general skills such as elementary
mathematics. More research is needed to evaluate appropriate use cases
of the ICI.
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APPENDIX A
Table A1. The Q-matrix and skill patterns used for the simulation of CDA
responses
Skill
Pattern 1 2 3 4 5 6 7
1 1 0 0 0 0 0 0
2 1 1 0 0 0 0 0
3 1 1 1 0 0 0 0
4 1 1 0 1 0 0 0
5 1 1 1 1 0 0 0
6 1 1 0 1 1 0 0
7 1 1 1 1 1 0 0
8 1 1 0 1 0 1 0
9 1 1 1 1 0 1 0
10 1 1 0 1 1 1 0
11 1 1 1 1 1 1 0
12 1 1 0 1 0 1 1
13 1 1 1 1 0 1 1
14 1 1 0 1 1 1 1
15 1 1 1 1 1 1 1
Level
Conditions 1 2 3
Test length 15 30 45
Sample size 800 1600 2400
Proportion of poor-fitting items 5% 10% 25%
Table A3. Description of the skills assessed in the CDA for subtraction in Grade 3
Cognitive
Skill Descriptor: Apply a mental mathematics strategy to subtract
Attribute #
6 Two 2 digit numbers using the digits 1 to 9 with regrouping
5 Two 2 digit doubles (e.g., 24, 36, 48, 12)
4 Two 2 digit numbers where only the subtrahend is a multiple of 10
3 Ten from a 2 digit number
2 Two 2 digit numbers where the minuend and subtrahend are multiples of 10
1 Two consecutive 2 digit numbers (e.g., 11, 22, 33)
Skill
Pattern 1 2 3 4 5 6
1 1 0 0 0 0 0
2 1 0 0 0 0 0
3 1 0 0 0 0 0
4 1 1 0 0 0 0
5 1 1 0 0 0 0
6 1 1 0 0 0 0
7 1 1 1 0 0 0
8 1 1 1 0 0 0
9 1 1 1 0 0 0
10 1 1 1 1 0 0
11 1 1 1 1 0 0
12 1 1 1 1 0 0
13 1 1 1 1 1 0
14 1 1 1 1 1 0
15 1 1 1 1 1 0
16 1 1 1 1 1 1
17 1 1 1 1 1 1
18 1 1 1 1 1 1
Table A5. Summary of the mean ICI in extreme situations when n=2400
Abstract. The primary goal of this study was to determine the factors
related to accounting anxiety among MBA students who utilize English
as a second language (ESL). The analysis included components within
the learning environment and also differentiations as to demographic
variables such as gender, age, ethnicity, and any prior undergraduate
exposure to the study of accounting. A secondary goal of the study was
to determine perception of anxiety among ESL students in an MBA
program regarding quantitative courses as opposed to qualitative
courses. Finally, the study examined different strategies used by ESL
students to deal with accounting anxiety. The study found that there
were significant differences in accounting anxiety based on gender,
ethnicity, and exposure to undergraduate accounting. However, age was
not a factor. In addition, the study supported the hypothesis that there is
a negative relationship between levels of English proficiency and
accounting anxiety. It also supported the hypothesis that there is a
positive relationship between the levels of anxiety with classes involving
quantitative subject matter. Finally, the study rejected significant
differences in coping strategies by levels of accounting anxiety.
Introduction
Within the context of globalization, English has become the lingua franca of the
business world, a transnational instrument vital in both a local and a global
context (Buripakdi, 2014; Easthope, 1999). The study of language anxiety among
students using English as foreign language has been steadily growing for the
past three decades (Horwitz, 1991; Kao & Craigie, 2013; Kondo & Yang, 2004;
Mahmoodzadeh 2012, Marwan, 2007; Ozturk & Gurbuz, 2014; Semmar, 2010;
Wang, 2010). During this period, a body of work has also been developed that
focused on anxiety suffered by students while studying accounting, although
This study sought to investigate those factors that are related to varying anxiety
levels among students of accounting who are challenged with learning this
quantitative subject and its nomenclature while utilizing English as a second
language. The first section of this paper presents a review of related material on
accounting anxiety and proposes the hypotheses to be tested. The second part of
this paper provides a discussion of the research methodology and analysis of the
data collected. The final part presents utilitarian suggestions for minimizing
anxiety by ESL students as they learn accounting, as well as recommendations
for future research.
1. Literature Review
Academic anxiety, within a pedagogical context, can best be seen as emotional
state that is not inherent, but which is situational and can be treated by
creating an effective association between teaching and receiving apprehension
(Chu & Spires, 1991; Malgwi, 2004). Anxiety as to the learning of accounting at a
level of higher education has been based on students perceptions that the
nomenclature of the subject is akin to learning a new language (Borjas, 2003).
Further, the knowledge base for this subject is perceived as being extensive and
usually there is a corresponding apprehension that the period of time necessary
to properly comprehend the principles and application of accounting is
inadequate (Malgwi, 2004).
Previous studies suggest that differences in anxiety levels regarding the study of
technical material may related to variables such as gender (Todman, 2000), age,
background experience or exposure to the subject being studied (Chu & Spires,
1991; McIlroy, Bunting, Tierney, & Gordon, 2001; Towell & Lauer, 2001) or
nationality/ethnicity (Burkett, Compton, & Burkett, 2001; Rosen & Weil, 1995).
Based on this, the following hypotheses were examined:
Among ESL students, the level of anxiety in learning technical subjects and in
communication apprehension has been tied to the degree of their proficiency in
the use of the English language (Casado & Dereshiswsky, 2004; Horwitz,
Horwitz, & Cope, 1986; Marwan, 2007; Onwuegbuzie, Bailey, & Daley, 1999;
Pappamihiel, 2002). Therefore, H3 was proposed:
H5: There will be differences in the accounting anxiety associated with the
coping strategy selected by ESL students enrolled in an international
MBA program.
2.2 Instrument
A self-administered questionnaire was used with 15 accounting-focused, Likert
scale questions, many which were modifications from the Horowitz et al. (1986)
Foreign Language Classroom Anxiety Scale (FLCAS), a survey that has been
used in several studies (Argaman & Abu-Rabia, 2002; Casado & Dershiwsky,
2004; Marwan, 2007; Matsuda & Gobel, 2004; Semmar, 2010; Yashima, 2002). All
scales had a Cronbach alpha internal reliability score of over .80, indicating
consistency (Hair, Black, Babin, & Anderson, 2010; Sekaran, 2000; Tavakol &
2.3 Findings
The first hypothesis proposed that there would be differences in accounting
anxiety levels across groups defined by the demographic variables of age,
gender and ethnicity. Descriptives for the first of these three demographic
factors are presented below in Table 1. As shown in the table, the mean
accounting anxiety rating declines consistently across the four age groups.
*Where 1 = Strongly Disagree and 4 = Strongly Agree with the statement: Taking
an accounting class gives me high anxiety (i.e., feeling of stress, fear).
Source df SS MS F p
*Where 1 = Strongly Disagree and 4 = Strongly Agree with the statement: Taking
an accounting class gives me high anxiety (feeling of stress, fear).
In order to test whether this difference was significant, a t-test was conducted.
Results of that test are provided in Table 4, below. The results indicate a
significant difference in scores with women reporting significantly higher levels
of accounting anxiety (M=3.11, SD= .793) as compared to males (M=2.77, SD=
.860), t (188) = -2.834, p = .005. Therefore, Hypothesis 1b is supported.
*Where 1 = Strongly Disagree and 4 = Strongly Agree with the statement: Taking
an accounting class gives me high anxiety (i.e., feeling of stress, fear).
*Where 1 = Strongly Disagree and 4 = Strongly Agree with the statement: Taking
an accounting class gives me high anxiety (i.e., feeling of stress, fear).
Testing for significant differences in accounting anxiety ratings across the three
ethnic groups was conducted with a one-way ANOVA. Findings of this analysis
are presented in Table 6 below. As depicted in the table, there was a statistically
significant difference between the ethnic groups as determined by the one-way
ANOVA F (2, 187) = 4.010, p = .020. Therefore, Hypothesis 1c is supported. A
Tukey post hoc test was then performed revealing that the Thai group had
statistically significant higher ratings of accounting anxiety as compared with
the Other Than Thai group (3.09 + .810, p = .020).
Source df SS MS F p
and those who had not. Descriptive statistics for these two groups are presented
in Table 7.
Table 9: Summary of the Simple Regression Analysis for English Proficiency and
Accounting Anxiety
Variable B SE(B) t p
R2 =.043
Table 10: Summary of the Simple Regression Analysis for Quantitative Class
Anxiety and Accounting Anxiety
Variable B SE(B) t p
R2 =.365
Source df SS MS F p
As shown in Table 12, the results indicate no significant difference across the
four coping strategy groups for accounting anxiety, F (3, 186) = 2.522, p = .059.
Therefore, Hypothesis 5 is rejected.
A summary of the findings of this study is provided below in Table 13. There
was support for two of the demographic factors and varied levels of accounting
anxiety (gender and ethnicity) but differences by age was rejected. Having taken
an undergraduate course in accounting significantly reduced accounting
anxiety. In addition, English proficiency was shown to be negatively related to
higher levels of accounting anxiety. Anxiety toward courses with quantitative
content was positively related to accounting anxiety. Coping strategies
employed by students did not vary significantly by level of accounting anxiety.
Hypothesis SS
As a part of this study, the ESL students were requested to rate the various core
subjects and work on their thesis in terms of difficulty of learning the subject in
English. Table 14 presents results of these questions. As shown in the table, those
subjects that are based on a primarily quantitative content (accounting M = 2.09
SD = .733; and finance M = 2.22 SD = .751) were rated as more difficult than
those subjects that are more theoretical in nature (marketing M = 2.97 SD = .6.29
and management M = 2.94 SD = .6.72). The two subject areas that employ both
quantitative analysis and theory (research methods M = 2.55 SD = .780 and
thesis M = 2.25 SD = .8.77) were rated in the middle in terms of difficulty with
thesis being closer to the quantitative subjects.
The lecturer should write key words and phrases on the board, along
with their definitions, and require the students to them write down. This
creates a mental imprimatur since students are more likely to remember
a word if they physically see it and work with it. Grammatical analysis of
a word can be performed by dissecting it and presenting its
grammatical variations. For example, a word like accountability
defined as being held responsible for something can be broken up from
its noun form to its adjective accountable and the verb phrase to
account for. This dissection, along with the lecturers use of the word
within a context and the solicited use of the word from students in a
sentence or two, allows the students to chew on the word or phrase
and obtain an adequate comfort level of understanding.
about material that has already been covered unless you are conducting a
review for an examination.
7. Use of Paper. ESL students need to see physical words, not just hear
them. They need a physical imprimatur. Power points have limited
impact, unless the students have the physical text of the power point
slides in front of them. If the lecturer gives handouts of core material
(material that will be tested) the student has the pertinent text and can
make notes including the meaning of the word in their native language.
For test preparation, ESL students tend to rely on paper since they are
not only looking at concepts but also the specific words that constitute
the definition or explanation of that concept.
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355.
Introduction
In light of growing pedagogical, professional, and public awareness that twenty-
first century literacy involves more than just printed words on a page and that
specific literacies are acquired throughout the duration of an individuals
education (Barton, 2000; Biancarosa & Snow, 2006; Buehl, 2014; Clark & Flores,
2007; Draper, 2011; Gee, 2012; International Reading Association, 2012; Langer,
1987; Lankshear & Knobel, 2007; Maclellan, 2008; National Council Teachers of
English, 2007, 2008; National Center for Education Statistics [NCES], 2006, 2007;
Rogers, 2000), it is time to consider the professional literacy needs of the very
individuals to whom we look to educate our children and our adolescents
(International Literacy Association, 2015).
Theoretical Framework
Understanding how pre-service teachers read and interpret the classroom text is
a complex issue. In a transactional paradigm (Dewey & Bentley 1949; Rosenblatt
1978, 2005), reading and teaching share a common theory of meaning making.
Like Louise Rosenblatts transactional theory of reading, teaching too is an
experience, an event in the moment of a classroom a dynamic interaction
between a particular persons repertoire of experience and the text of the
classroom itself. To be classroom literate, a teacher must read and make meaning
of specific classroom situations, including reading classroom discourse, making
meaning of teachable moments, connecting theory and practice, constructing
scaffolds to aid students understandings, questioning and evaluating student
progress, reading between the lines of students verbal and nonverbal
language, and thinking critically and metacognitively about the process of
teaching (Edge, 2011). Couched in the concept of the classroom as a type of
living, dynamic text (Edge, 2008; Edge, 2011; Tobin, 2004; Witte, 1992) with
which the teacher must transact in order to effectively teach, this study is guided
by a framework which acknowledges the transactional and communicative
nature of teaching and learning (Allen, 1995; Cooper & Simonds, 2007; Dewey &
Bently, 1949; Greene, 1983; Hurt, Scott, & McCroskey, 1987; Langer, 1987;
Rosenblatt, 1978, 2005; Smagorinsky & Whiting, 1995) and relies on
interpretivisim to focus on meanings and the interactive communication of
meanings through story (Bochner, 2005).
Method
Interpretation and the gathering of interpretations are central to case study
research (Erickson, 1986; Stake, 1995). Since this study was guided by a
framework which acknowledges the transactional and communicative nature of
teaching and learning (Allen, 1995; Cooper & Simonds, 2007; Dewey & Bently,
1949; Greene, 1983; Hurt, Scott, & McCroskey, 1987; Langer, 1987; Rosenblatt,
1978, 2005; Smagorinsky & Whiting, 1995), case study methodology is
appropriate for interpreting how a teachers stance shapes meaning-making
within the context of classroom teaching and learning.
Data Collection. Stake (1995) writes that the interview is the path toward
discovering multiple realities. To investigate the interns reading of the
classroom and to identify the stance(s) that she use to read it, interviews were
the primary source of data collection. Data also included classroom observations
and an interview with the interns cooperating teacher to triangulate data
obtained through interviews.
The intern participated in an interview at the beginning of her internship,
approximately three weeks into her semester-long assignment and in a second
interview during the final two weeks of her internship. The second interview
took into consideration the themes emerging from data collected during the first
round and then formulated questions to further explore these themes and to
gather additional details in light of extended experiences in the field. The first
interview took place on the internship site and was accompanied by
observations of each preparation the intern taught: freshman English and junior
honors English. To better accommodate the interns schedule, the second-round
interview was conducted off campus after school hours and included an email
follow-up component. Interviews and observations were digitally recorded.
Observations were also videotaped. Copious field notes were taken during the
observations and interpretive anecdotal notes were written immediately
following observations and interviews.
Findings
To offer thick description and experiential understanding (Stake, 1995, p.
43), the findings of this study are organized around a central theme that
emerged in the case of Teri Thompson (the participants name and school site
have been changed to protect and respect her anonymity) who approached her
internship from her stance or mindset as a student. I later refer to this as a
student-teacher stance to underscore the divided nature of reading the
classroom from the perspective of a student who is attempting to be the teacher.
The blurred roles of student and teacher appeared to make the intern feel like
she was doing neither as well as she wished. Furthermore, this student-teacher
stance shaped the manner in which she evaluated her success in the internship
placement, her ability to take on the role of teacher, and her thoughts about
her future as a high school English teacher.
Although case studies are not stories in the traditional sense (Stake,
1995), detailed portions of this case are heuristically presented as a two-act play
to allow others to develop vicarious experiences (Stake, 1995, p. 63) through
the detailed snapshots into the text of this case. The telling of Teris story is
organized around classroom moments when her student-teacher stance revealed
tensions in her role as teacher, and it is set within Teris physically, emotionally,
and educationally bifurcated classroom, where I observed her teaching.
Findings are reported and framed by my own reading of the participants
classroom. This reading took place during my observations of her teaching and
interviews, and is read in light of both the specific context I observed and, at
times, in light of my long-term reading of the participant as a university student.
In my [honors] classes, and I know this isnt right, but unfortunately, this
is the foot I started out on, and now its going to be difficult to correct it, I
am cool Mrs. Thompson who tries to do fun activities. They kind of
take me seriously sometimes, and they will work with me. My age, I
think is a bit of an aid, and um, at the same time, it prohibits the full
range of my teaching abilities. They look at me like Im their peer. Who
is this girl telling me what to do? Well, this girl has an almost bachelors
degree, a house, a marriage, another jobthis girl has a lot more life
experience than you do, so just shut up and listen to this girl!
Even though Teri laughs off the seriousness of her perceived inability to be seen
as the teacher, this tension is quite apparent in her relationship with her
students. In one of her eleventh grade honors classes, a student asks,
The students tone is playful but serious, as if to remind Mrs. Thompson of her
place. Teri responds by playfully poking her tongue out a little. Her light-
hearted attempt to save face and brush off the students remarks only position
her further into the role of a student-teacher simultaneously both student and
teacher and yet fully neither.
In her ninth-grade class, similar patterns of interaction emerge. After a
student answers a question correctly during the introduction to her lesson, Teri
excitedly slaps the student a high-five.
His comments indicate that he hears her as an authority figure who evaluates
and finds writing such as his to be poor. Nevertheless, his choice of language is a
subtle statement, heard by the entire class, that her authority does not extend to
what is acceptable language in the composition of the classroom. Another
student openly challenges Teri in a way that implies she is not his authority
figure,
students here either. Teri seems to have no clearly defined space in which to
write her role into the text of this classroom.
The tension in trying to take on the role of a teacher while still trying to relate to
students from her stance as a student leads her to question her emotional
maturity and thus, her ability and future plans to teach high school students.
In her interviews, Teris perception of others roles and her definition of a
successful internship underscore how her liminal role as student-teacher in the
high school classroom is related to her overall place in the internship triad. For
instance, as much of Teris language connotes, and nearly all of her comments
combine to reveal, her primary stance toward her internship experience is that of
an advanced student or a teaching apprenticesomeone who is charged with
mastering discrete components of teaching. The following excerpts from her
interviews underscore this primary stance:
The first criterion Teri used to define success is meeting the universitys
objectives. To her, she is foremost a student, working to complete her
coursework and earn a good grade. Her second criterion, establishing a good
rapport, also resonates with the kind of studentwell-liked by students and
teachersshe was prior to her internship. Furthermore, her description of
herself as a young Jedi knight is a clear statement of her position or stance as a
student apprentice. In the movie Star Wars, a Jedi Knight is an apprentice who is
taught the ways of the force by masters. Jedi Knights are also socially well-
received, even popular in the Star Wars galaxy.
Teri also described her specific relationships with her cooperating teacher
(CT) and university supervisor (US) in light of her being a student whose goal it
is to learn from masters and to demonstrate her learning to her supervisors. For
instance, when I asked her to describe her relationship with her CT, Teri referred
to her as Dr. Grandma. Someone who has taken a very maternal role with
her, yet someone who expects certain things and shows her what to do with a
voice of experience. Someone who sees where [she] is weak, and pulls [her] up
a little. Teri also said that Dr. B. was someone who might possibly evolve into
the role of a mentor by the time internship concluded. However, when I asked if
her US could be a mentor, she corrected, No, no, hes an evaluator who grades
her, and hes a supervisor and a source of information. Teris relationships
with the other two members of her triad communicate that she sees herself as a
student who is evaluated and an apprentice who is to be taught and nurtured by
experienced teachers in the profession.
Her professed focus and goals for the semester also reveal her student
stance in that she focuses on what she has not yet mastered. Teri eschews her
own assessment of herself as an excellent planner and chooses to center her
comments on talk of classroom management and the need to be able to
recognize how kids learn. Her focus is not necessarily on what students are or
are not learning, although she does communicate that she is concerned with
their learning; rather, her focus is on herself as someone who is not yet able to
master a skill of teaching. This student-apprentice focus fuels a second, related
conflict in her classroom: her struggle to comprehend students who are
unlike her.
Act Two: Conflict Created from Misreading the Text of the Classroom
Acts One and Two in Teris teaching schedule are separated by an
intermission of lunch. When the bell rings, Teri takes me back stage to the
teachers cafeteria where I conduct her first interview. Initially, Teri had only
invited me to observe her eleventh-grade honors English class, but before lunch
ends, she extends her invitation to ask me to watch her ninth-grade regular
English classthe class from Hell, as she put it, that Teri initially did not want
me to observe. Unlike the eleventh-grade honors classes where she feels she
must be Cool Mrs. Thompson, in her ninth grade classes Teri describes her
role as someone who has to be the locus of control and the gatekeeper of
knowledge for students.
Im a drill sergeant, a jail warden, prison guard, wicked witch, and, uh,
behavior corrector, manners enforcer, No, we dont pull on girls hair,
Sit back down in your seat, Dont use aint, Dont use the F word in
my classroom, and so on and so forth.
Within minutes, maybe even seconds of the beginning of the next class
period, I see the shift in roles that Teri articulated during her interview. She
seems to step into character according to how she perceives her role as the
classroom teacher. The juxtaposition of the two types of classes she teaches
further depicts tensions created by Teris teaching from her stance as a student-
teacher.
Teris fifth period freshman English class has 17 students present, 11
males, six females; five students are students with special needs. Just before
class, Teri warned me that she would be laying down the law with this class
today, and true to her word, class begins with a speech that seems designed to
remind student who is boss, who is not, and that referrals await any who dont
want to play the right role. As I watch and listen, I come to contextualize the
interview responses she shared with me, and I begin to see her room as a
metaphorical stage and a means of understanding her bifurcated teaching roles,
as she explained them to me.
Separated by a moveable wall best described as a heavy curtain, Teris
room is really two rooms, one a tiny classroom and the other a book closet. In
the center of the room, the curtain is pulled back, but it doesnt recede all the
way to the walls, causing it to jut out a little and create an odd configuration and
a one-room-two-room sensation. Some students sit on the bookroom end of the
partition, but the majority are in the classroom section where the whiteboard is,
and where Teri writes as she teaches.
The room itself seems to echo the tensions Teri communicates in her
interview and in her stance as a student-teacher. On the one side of her
internship experience, Teri teaches students who are like herselfbright, self-
motivated, mostly middle-class, traditional honors students. On the other side,
she teaches students who are very different from herself, and she has trouble
reading them from her stance as a traditional, successful, well-liked student.
Their knowledge is sophisticated but worldly rather than academic, and
they struggle to follow Teris vision for the lesson as they fidget through a
traditional listen-and-take-notes kind of class. It appears to me that because Teri
is interpreting the happenings of the classroom from her own student stance, she
does not know how to read her students and connect with them. In fact, she
seems to repeatedly misread their comments as deliberate attempts to thwart her
lesson and rebel against her as the teacher. For instance, Teri attempts to think-
aloud some ideas for answering an essay prompt, After 2:52 [the end of the
school day], youre not learning
Suddenly the room is bustling with students talking over one another about
everything they learn after school is over. Teri is frustrated at the direction the
conversation is taking and appears to interpret their comments as attempts to
annoy her. Hands, hands! Simmer down, guys, simmer down. The majority of
the students appear really willing to participate by offering their opinions and
personal experiences at a point in the lesson that they can connect to. This is
frustrating to Teri who doesnt quite know how to read their responses or
channel their energy, and so she collectively chides them for being silly like
middle schoolers. She doesnt hear them making connections between their
own personal, less academic, perceptions of learning; she heard talk that seemed
irrelevant to her conception of learning and interpreted their actions as
disruptive behavior that interrupted the lesson she had prepared.
The lesson on this day is geared to prepare students for the standardized
writing test that the students will take the following day. Teris plan is to first
use students practice essays as a vehicle for talking about what to do and what
not to do when they write, and then to think through an essay prompt with
students. These students have a hard time following her oral construction of an
essay intermitted with asides on the proper use of conventions. As a result, Teri
ends up doing the majority of the mental work by telling students what to think
and do from her perspective as a successful writer.
When I got a [highest score possible] on my [state writing assessment] ,
I
This person is using vivid details from her life experiences. This is a
very good example of what students should do.
Do not use you unless you are addressing a specific audience. I want
to see everyone writing this down in their notes
Repeat that, Miss, requests a second student who has been fumbling
with his paper.
Dont interrupt me and call yourself stupid, Teri chides and then sighs,
exasperated with what she interprets as misbehavior.
A few minutes later, a girl who has been silent the entire lesson offers an
idea for the essay they are constructing out loud as a class, Teachers hate us.
Thats what we should write about. When Teri responds with disbelief, the
class quickly becomes loud as students shout out (vivid) examples of how
teachers demonstrate their negative feelings toward them.
An exasperated Teri stops to hush the class and proceed with her lesson. She
misses the fact that students are speaking from their personal experiences (the
writing trait she praised in the beginning of the lesson), and that by listening to
them she could use their experiences as a bridge to help them conceptualize
ways to write a persuasive essay. Teri talks in terms of things to do and not to do
from her personal knowledge of her own successful, academic writing
experiences while the students respond from their knowledge base of
experiences outside of school and to their negative experiences with teachers in
school. As a result, students and teacher talk at and over one another, never
really connecting. Much like the layout of the classroom itself, a wall seems to
separate their ability to accurately read and understand one another.
regular role shifting (Bullough and Draper 2004; Veal & Rikard, 1998;
Smagorinsky, Cook, Moore, Jackson, & Fry, 2004) student teachers must do in
order take on competing roles as student and as teacher during the semester of
their internship. The relationships of the roles played by each member of
internship triad is one which often results in power shifts, depending on who is
present (Bullough & Draper, 2004; Veal & Rikard, 1998). When a student teacher
is alone in the classroom, she is expected to be the teacher; when the university
supervisor comes to observe and brings an assessor stance, she must shift to
student; and when the cooperating teacher is present, the intern could be
expected to assume a stance anywhere along the student-teacher continuum.
When we consider what it is that we ask interns to dowalk out of the world
they know and step into one theyve only studied and then straddle both worlds
while the line distinguishing the two continues to move, it is a wonder pre-
service teachers dont feel more academically and professionally schizophrenic
during their internship. Its not a surprise then, that each participant studied
during this investigation expressed degrees of failure in terms role ambiguity
and developing a sense of self-as-teacher (Sudzina & Knowles, 1993, p. 255)
through questioning her emotional maturity and whether she would actually
pursue a teaching position after internship. The fact of the matter is that
prospective teachers are students, and stepping into a classroom does not a
teacher make (as Yoda might phrase it). Simply trading the college campus for a
secondary school campus does not instantly transform a student into a teacher
any more than stepping into an operating room makes a medical student a
surgeon or stepping into a courtroom makes a student of the law an attorney.
Can we, as teacher educators and mentor teachers expect interns to bring to their
internship a stance other than student or student-teacher? After all, arent
teachers like Teri supposed to be learning from their internship experiences? Well,
yes. And yet, potential exists for the scenes from Teris classroom to be re-
envisioned, revised, and re-composed.
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Table 1
Teri: Interview Themes
Table 2
Teri: Synthesized Themes
Theme Examples
Tensions Between Sees her early notions of teaching as nave; feels conflicted
Ideal and Real by what she knows to do and what she actually does. I
know I shouldnt raise my voice; Proximity control is
supposed to work, but students keep talking even though
I stand right there; I know you told us not to threaten
students with writing, but I do
Focus on what She Asserts that she is an excellent planner, yet her focus is on
Struggles to her inability to manage student behavior and manage
Accomplish or student questions in fast-paced honors courses with
Needs to Master multiple projects going on at once
Role of Teacher Defines and differentiates her role in terms of how
Defined by different students respond to her, especially negative
Different Classes responses; in some classes she is the cool peer, the
Responses to Her facilitator or the mentor, and in others she is the
gatekeeper of knowledge or the prison warden
Relationship to Evaluates success of her own conception of teaching in
Others light of how others respond to her
Perception of the Her role is to learn as much as possible; her university
Triad supervisor is an evaluator and a source of information;
her cooperating teacher is a professional guide who is to
make sure specific things are accomplished, who provides
scaffolding for Teris learning, and who acts as a
nurturing source of support.
Stance as An overall synthesis of Teris responses reveals her focus
Student/Apprentice to be on mastering what she is unable to do; yet she is
in a Teaching frustrated by her not knowing how to use what she does
Situation know and how to learn what she does not know; she is a
Jedi Knight and a mentor to her peers
simultaneously; the possibility of teaching every grade
level by the end of the semester thrills her; revises her
prior understanding of teaching to assimilate new
experiences; her perception of a successful internship is
defined in terms of meeting the universitys objectives.
Nikos Drosos
Psychology Department,
Faculty of Philosophy, Pedagogy, and Psychology
National and Kapodistrian University of Athens,
Athens, Greece
Abstract. The aim of this study was to investigate childrens coping strategies and
explore their relationship with anxiety and trait emotional intelligence using a sample of
245 Greek 6th Grade students. Coping strategies are estimated with Kidcope - Children
version (Spirito, Stark, & Williams, 1988). Trait Emotional Intelligence is measured with
the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF)
(Petrides, Sangareeau, Furnhum, & Frederickson, 2006) and anxiety is assessed with
State-Trait Anxiety Inventory for Children (STAIC; Spielberger, 1973). Students reported
wishful thinking and positive coping as their most frequently used coping
strategies, while blame and anger is the least used strategy. The results, also, show
that trait emotional intelligence is positively correlated with positive coping and
negatively correlated with social withdrawal, blame and anger, passive
acceptance/ distraction, and wishful thinking. On the other hand, both trait and state
anxiety were positively correlated with social withdrawal, wishful thinking, and
blame and anger, and positively correlated with positive coping. The results are
discussed in terms of their implications for future research and early adolescents
counselling.
Keywords: Childrens coping strategies, Trait Emotional Intelligence, State and Trait Anxiety
Introduction
Late childhood and early adolescence are associated with changes in
almost all domains of life: social, physical, cognitive and educational. These
changes are often the cause of heightened stress. There are also other issues that
contribute to childrens everyday stress, for example, negative events in their
environment and exposure by the media (economic crisis, refugee crisis, crimes,
wars, etc.), family issues (financial problems, marital problems, divorce, illness,
etc.), and school issues (peer interactions, academic achievements, bullying, etc.).
Transition to Junior High school is a significant source of potential stress (Elias et
al., 1992; Munsch & Wampler, 1993). This transition is accompanied with major
changes in both social and academic contexts. Junior High school is much more
demanding and complex than Primary Education School, while parents
demands for academic success increase (Eccles et al. 1993). At the same time
children will have to enter a new learning and social environment, start
developing a new peer network and adjust to the demands of the new teachers.
In Greece, the economic crisis has affected all major sectors of Greek
social and economic life. According to Eurostat (10/2016) unemployment has
reached an extremely high rate of over 23% while in the same period of 2008 it
was reported as being under 8%, with an estimated 44% of the population living
below the poverty line. Apart from the decrease of employment rates, the
quality of employment has also deteriorated, as many individuals who remain
employed are often forced to accept reduced working hours, and/ or lower
salaries and benefits. An up to 40% reduction in salaries and pensions has
forced Greeks to change their life style and adjust to a new reality within a very
short period of time. These changes reflect an increase in psychological problems
(Economou et al, 2011; Giotakos, 2010; Giotakos, Karampelas, & Kafkas, 2011);
and have various negative effects on family life. As stressed by Takeuchi,
Williams, & Adair (1991) long-term financial difficulties have often major effects
on parents. They often exhibit symptoms of stress such as deterioration in
physical health, and marital problems, while their parental behavior declines.
The aforementioned issues are often felt by the children, thus increasing their
own feelings of anxiety and stress (Wagner et al., 2015).
include headaches, fast heartbeat, muscle tension, upset stomach, back pain, cold
or sweaty hands and feet, chest pain, dry mouth, upset stomach, digestive
difficulties, and sweating (Frank, 2003). Emotional and behavioral changes may
include: changes in appetite, trouble sleeping, feeling of frustration, loss of
interest in previously interesting activities, poor self-esteem and self-efficacy,
concentration problems, excessive worry, fatigue, reduced school productivity,
self-medicating (abuse of drug or alcohol), hyperactivity, difficulty
concentrating, disturbing dreams/ nightmares, irrational anger, and outbursts.
Coping mechanisms
Coping refers to thoughts and/or behaviors that an individual takes in
order to minimize the negative effect that stressful events cause (Lazarus, &
Folkman, 1984). The aforementioned definition of coping includes both changes
that someone can impose on his/herself (e.g. cognitive restructuring) and
changes that someone can impose on his/ her environment in order to minimize
the negative emotional effects that he/she is experiencing. Attempting to
categorize the various coping strategies, most authors recognize two broad types
of coping: approach and avoidant strategies (e.g. Dempsey, Overstreet, &
Moley, 2000; Rosario, Salzinger, Feldman, & Ng-Mak, 2003). Whilst approach
strategies try to address the problem by managing the stressor, avoidant
strategies attempt to assuage the negative emotions by evading the stressor.
Exploring coping strategies used by children in Greece is of major
importance in order to design interventions for empowering them against the
most serious stressful events, such as the effects of the economic crisis. Such an
understanding necessitates an adequate measure of coping among children.
Given the relatively small number of available measures for assessing childrens
coping mechanisms, the present study will investigate the psychometric
properties of Kidcope (Spirito, Stark, & Williams, 1988), which is an instrument
which is utilized worldwide, for measuring coping. . To our knowledge, this is
the first time that this measure has been used among a Greek population.
Methodology
Participants
The sample included 245 6th Grade students, 107 (43.7%) of whom were
boys and 138 (56.3%) were girls. All students were enrolled in Greek public
schools. Schools that were selected to take part in the study were derived from
various regions of Athens to ensure that families of diverse socioeconomic status
were included in the sample. We chose to conduct this research among 6th grade
students because within the Greek educational system, sixth grade is the final
grade of Primary Education, whereby students need to prepare for their
transition to Junior High School where they will have to face new challenges.
This upcoming transition might function as an extra stressor for children.
Instruments
State-Trait Anxiety Inventory for Children (STAIC; Spielberger, 1973) was used to
measure childrens distress. STAIC is a self-report psychometric tool which
assesses state and trait anxiety of children aged between 8-18 years. STAIC
provides two different scores: state anxiety and trait anxiety. Each scale consists
of 20 items. Children are invited to report how they feel (e.g., calm, tense) at a
particular moment in time (state scale) and how they feel in general (trait scale)
rated on a 4-point Likert-type scale. STAIC was translated and adapted to Greek
by Psychountakis (1995). Both STAIC-State and Trait scales have shown very
good psychometric properties, and several studies with children support their
reliability and validity. Evidence for the construct validity of the STAIC-State
subscale has been presented (Spielberger, 1973). Additionally, STAIC-Trait scale
exhibits relatively high correlations with other psychometric tools that assess
similar constructs, which ensures its concurrent validity. Internal consistency
reliability coefficients in the present study were found to range from 0.82
(STAIC- trait scale) to 0.91 (STAIC- state scale).
Trait Emotional Intelligence Questionnaire Adolescent Short Form (TEIQue-ASF;
Petrides, Sangareeau, Furnhum, & Frederickson, 2006) was used to assess
childrens trait emotional intelligence. TEIQue is a self-report inventory that
assesses emotion-related self-perceived abilities and dispositions. The adult full
version of TEIQue encompasses four factors (well-being, self-control,
emotionality, and sociability) that can be further divided into 15 subscales.
It also provides a score for global trait EI (Petrides, 2009). The Adolescent Short
Form is a more simplified version of the same questionnaire. It includes 30 short
statements that assess the 15 trait EI facets, and can also provide an overall score
for global trait EI. Although scores for the 15 subscales can be calculated,
Petrides recommends the use of the global trait EI only for this version of the
questionnaire. In our study internal consistency reliability coefficient is 0.86.
According to its authors this form of the questionnaire can be addressed to
children as young as 11 years old. It was translated and adapted to Greek by
Petrides, Pita and Kokkinaki (2007). Several studies provided evidence
regarding it incremental validity (e.g. Davis & Humphrey, 2012; Siegling et al.,
2015).
Kidcope Children Version (Spirito, Stark, & Williams, 1988) was used to assess
childrens coping strategies. KIDCOPE is a brief checklist that assesses both
cognitive and behavioral coping strategies. There are two different versions of
Kidcope: one for adolescents (aged 13 to 16 years) and one for younger children
(aged 5 to 13 years). The child version that was used in the present study is
comprised of 15 items that measure the use of 10 coping mechanisms
(distraction, social withdrawal, cognitive restructuring, self-criticism,
blaming others, problem solving, emotional regulation, wishful
thinking, social support, and resignation). Although Kidcope is designed
to assess both frequency (i.e. How often did you do this?) and efficacy (i.e.
How helpful was it?) of the use of each strategy, in the present study only the
frequency was measured. A four-point Likert-type scale ranging from not at
all (1) to almost all the time (4) is used. As there are few available
instruments that assess childrens coping strategies, Kidcope is widely utilised,
although there are varying results regarding its psychometric properties and
factor structure. Several different factor structures have been proposed. Among
them, there are: a five-item single factor (Spirito, 1996), two factors (Cheng, &
Chan, 2003; Spirito, 1996), three factors (Spirito, Stark, & Tyc, 1994; Vigna,
Hernandez, Kelley, & Gresham, 2010), and four factors (Vernberg et al, 1996). It
should be noted that even the studies with the same number of factors did not
find the same factor structure. The aforementioned findings suggest that
Kidcopes factor structure is not stable and may vary across diverse samples.
Although the Kidcope measure has been used to measure coping strategies in a
variety of populations, to our knowledge it is the first time that it has been used
in Greece.
Procedure
Special permission to conduct the research in Greek public Primary
Education schools was granted by the Greek Ministry of Education.
Subsequently, members of the research team explained the aim of the study to
the school principals. The children that took part in the study were instructed to
answer all questions with sincerity stressing that the questionnaires are
anonymous, participation is voluntary, and the results will only be used for
research purposes. Questionnaires were answered exclusively in class, while
there were no time constraints.
Results
As Kidcopes factor structure is not well established, factor analyses were
performed in order to examine it. We chose to perform Exploratory factor
analysis (instead of Confirmatory), as previous studies had presented a plethora
of different factor structures in various populations.
Table 1. Factor loadings based on PCA with varimax rotation for the 15 items of the Kidcope
Factors
Items
1 2 3 4 5 6
Try to see the good side of things .55 .31 -.34 .14 -.13 -.18
Keep quiet about the problem -.26 .57 .18 -.29 -.19 -.21
Try to forget the problem .00 .47 -.16 .21 -.01 .12
Do something like watch TV or play to forget it -.13 .44 .17 -.32 .42 .04
Wish I could make things different .05 -.16 .78 -.15 -.11 .09
Wish the problem never happened -.03 .17 .75 .14 .01 -.09
Blaming someone else for causing the problem -.03 -.01 -.02 -.78 -.05 .02
Shout, scream and get angry -.07 .06 .03 -.75 .02 -.07
Try to feel better by spending time with others .53 .15 .04 .03 .60 .09
Blaming myself for causing the problem -.26 -.14 .25 .19 .48 -.56
Percentage of Variance explained (total: 61.67%) 12.84 11.35 10.87 10.70 8.12 7.79
Based on the content of the items that constitute each component, they were
correspondingly labeled:
Component 1, labeled Positive Coping, consisted of items that refer to behaviors
focusing on solving the problem and on cognitive restructuring (e.g., try to sort
the problem by thinking of answers, or try to see the good side of things.
Component 2, labeled Passive acceptance/ Distraction, included items that refer to
behaviors of avoidance of the problem such as distraction and resignation (e.g.,
Try to forget the problem, do nothing because the problem cannot be sorted
anyway).
The third component, labeled Wishful Thinking, included items pertaining to
wishful thinking (e.g. wish the problem never happened).
The fourth component, labeled Blame and anger, consisted of items pertaining to
behaviors like blaming others and to emotional outburst (e.g. Blaming someone
else for causing the problem, Shout, scream and get angry).
Component 5, labeled Social withdrawal, consisted of items pertaining to
behaviors such as seeking loneliness, and not spending time with others (e.g.
Stay on my own, try to feel better by spending time with others). One item
that had a reversed factor loading was reverse scored.
Component 6, labeled Emotional Regulation, included items pertaining to
behaviors of remaining calm and not blaming one-self (e.g. try to calm down,
blaming myself for causing the problem. One item that had a reversed factor
loading was reverse scored.
Descriptive statistics were calculated for all variables (trait Emotional
Intelligence, trait Anxiety, state Anxiety and the 6 coping factors). Means and
standard deviations for each gender are presented in Table 2.
Table 2. Means and standard deviations for each gender for all measures
Trait Anxiety 32.35 6.81 35.51 8.23 34.14 7.79 20.00 55.00
State Anxiety 30.71 6.47 32.37 7.90 31.63 7.33 20.00 54.00
Coping factors
Positive Coping 2.98 0.64 2.91 0.70 2.94 0.67 1.00 4.00
Passive
2.50 0.96 2.18 0.65 2.32 0.82 1.00 4.00
acceptance/Distraction
Wishful Thinking 2.82 0.83 3.18 0.81 3.02 0.84 1.00 4.00
Blame and Anger 1.85 0.86 1.72 0.70 1.77 0.77 1.00 4.00
Social Withdrawal 2.15 0.80 2.18 0.85 2.17 0.83 1.00 4.00
Emotional Regulation 2.60 2.22 2.43 0.85 2.50 1.60 1.00 4.00
Note. Anxiety (State): Min possible: 20, Max possible: 60. Anxiety (Trait): Min possible: 20, Max
possible: 60, Trait Emotional Intelligence: Min possible: 30, Max possible: 210, Coping factors:
Min possible: 1, Max possible: 4.
Table 3. Correlation Coefficients (Pearson r) among the 6 coping factors and Trait EI,
Trait Anxiety and State Anxiety
Discussion
The purpose of the present study was two-fold: to explore coping
strategies of 6th grade Greek students, and to examine the relationship of coping
strategies with anxiety and trait emotional intelligence. Sixth grade students are
preparing for the transition to Junior High School, and at the same time they are
about to enter adolescence, both of which could function as major stressors.
In order to assess childrens coping strategies, we used Kidcope, a widely
accepted measurement of coping, and we examined its factor structure. Previous
studies had suggested that Kidcopes factor structure is not stable and may vary
across diverse samples (Cheng, & Chan, 2003; Spirito, 1996; Spirito, Stark, & Tyc,
1994; Vigna, Hernandez, Kelley, & Gresham, 2010; Vernberg et al, 1996). The
EFA of Kidcope yielded 6 factors: Positive Coping, Passive Acceptance/
Distraction, Wishful Thinking, Blame and Anger, Social Withdrawal, and
Emotional Regulation. The presence of 6 coping strategies might indicate that 6th
grade students coping strategies are quite differentiated. Although there were
six clear factors, reliability coefficients were relatively poor, which might be
attributed to the limited items that constitute each factor, and the childrens
young age (Altshuler, & Rumble, 1989).
The role of coping in child psychosocial adjustment has become the
epicenter of several studies over the last decades. As various studies have
shown, individuals who adopt active coping strategies, such as problem solving,
are better functioning, in comparison to individuals who prefer coping strategies
that are less active, such as social withdrawal (Endler & Parker, 1990; Peterson,
1989). According to our findings, Greek 6th grade students reported wishful
thinking and positive coping as their most frequently used coping strategies.
Emotional Regulation, Passive acceptance/ Distraction and Social Withdrawal
are used less often, while Blame ad Anger is the least used strategy. These
findings suggest that Greek students use mainly functioning strategies that can
result in reducing anxiety. Perhaps it would be interesting in future studies to
examine whether different stressors (e.g. in the family, in school, etc.) result in
the use of the same coping mechanisms.
Our hypothesis that children would demonstrate quite high levels of
anxiety because of the effects of the economic crisis and the transition to high
school and to adolescence was not supported. Students reported rather low
levels of both State and Trait Anxiety. Although the role of parental attitudes in
childrens anxiety is undisputed (e.g. Bogels, & van Melick, 2004; Rapee, 1997;
Sarason et al., 1960; Siqueland, Kendall, & Steinberg, 1996), further research is
needed in order to explore the relationship between economic crisis and parental
attitudes. It should be noted that the stressors adolescents experience may vary
as they originate from different socio-economic backgrounds. Furthermore, 6th
grade students are preparing for the transition to high school, but the transition
has not yet taken place, and they are still in a familiar environment. Perhaps the
transition related stress will manifest within the next year, when the children
actually begin attending high school. One of the possible explanations for the
low levels of anxiety could be associated to the functioning coping strategies that
are used.
There was no sex difference identified for State Anxiety, while for Trait
Anxiety females reported higher levels than their male counterparts. There are
several studies reporting preponderance of females in showing anxiety (e.g.
Cole, Martin, Peeke, Seroczynski, & Fier, 1999; Lewinsohn, Gotlib, Lewinsohn,
Seeley, & Allen, 1998). Multiple explanations have been proposed to explain this
difference. McCauley Ohannessian and her colleagues (1999) associated anxiety
with self-competence, and found evidence that the correlation between sex and
trait anxiety decreased when the variance explained by self-competence was
taken into account. Thus, these authors hypothesized that self-competence is a
partial cause for the observed sex differences in depression and anxiety in early
adolescents. Other studies (e.g. McLean, & Anderson, 2009) highlight the
complexity of factors (biological influences, temperamental factors, cognitive
factors, environmental factors) that might contribute to female predominance in
anxiety.
The current study suggests that trait Emotional Intelligence levels were
moderately high. This finding emerges in accordance to the low levels of
anxiety, and the high frequency of using functioning coping strategies. As
hypothesized, trait Emotional Intelligence was positively correlated with
positive coping, and negatively correlated with social withdrawal, blame and
anger, and Passive acceptance/ distraction. These findings are consistent with
previous studies (e.g. (Matthew, & Zeidner, 2001; Snyder & Dinoff, 1999;
Furnham, Petrides, and Spencer-Bowdage, 2002; Gohm, Corse and Dalsky, 2005)
that have suggested a positive relationship with healthy coping styles. The
negative correlation of Emotional Intelligence with anxiety was expected
because it is natural that trait emotional intelligence is not consistent with
feelings of unease, worry, tension, and stress.
On the other hand, anxiety was expected to be positively correlated mainly
to social withdrawal, which was the least frequently used coping strategy. This
finding is consistent to previous studies that have shown that poor adjustment at
the end of 6th grade was related to higher levels of school stress and less social
support from family and teachers. Anxiety was also positively correlated to
wishful thinking, blame and anger and negatively correlated to positive coping.
Future research
Our study highlights the necessity for further research in order to
understand the coping mechanisms that Greek children use. Although, students
reported the use of mainly functioning mechanisms, further investigation is
needed to examine whether they exhibit the same mechanisms in different
environments and stressors (e.g. school, family etc.). Students did not appear to
exhibit high levels of stress as we hypothesized (due to their soon-to-be
transition from Primary Education School to Junior High School). Future
research should investigate whether increased stress appears in the first grades
of Junior High School and whether students continue to have functioning coping
mechanisms. Finally, further investigation should focus in the effects of Greeces
current economic situation in parental attitudes and subsequently in the effects
of parental attitudes in their childrens anxiety levels and coping mechanisms.
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Introduction
A century ago John Dewey said, Give the pupils something to do, not something to
learn; and the doing is of such a nature as to demand thinking, or the intentional noting
of connections; learning naturally results (Dewey, 1916, p. 181). Many educators
agree with Dewey that students become more engaged in the learning process
when the learning activity is dynamic, significant, and relevant to their lives.
Cognitive scientists have an explanation for this, reporting that neural pathways
in the brain are rewarded by the release of neurochemicals (such as dopamine)
when student learning is active, meaningful, and authentic (Doyle, 2012). In this
way, neuroscience is independently confirming the findings of multiple
generations of educational researchers in the areas of effective teaching and
learning.
Active Learning
The best way to avoid inert knowledge is to acquire knowledge as part of an
active learning process. In the process of learning, the learner's dynamic
cooperation is required (Gragg, 1940). Such cooperation from students does not
arise automatically, however. It has to be provided for and continually
encouraged. (Duncker, 1945). Active learning goes beyond memorization of facts
and builds on the students' preexisting conceptions (Bonwell & Eison, 1991).
Active learning activities involve opportunities for students to view information
as means to important ends, which in turn helps students learn about the
conditions under which knowledge is useful (Simon, 1980). When knowledge is
learned actively, it increases the chances of spontaneously using that knowledge
to solve new problems that are confronted later on (Bransford et al., 1990).
Modern neurological science further supports the idea of active learning:
Fifteen years of neuroscience, biology, and cognitive psychology research
finding on how humans learn offer this powerful and singular conclusion: It is
the one who does the work who does the learning. (Doyle, 2012, p. 7)
One example of active learning is problem based learning which often involves
a process similar to the four problem solving stages as stated by Polya: (1)
understanding the problem, (2) making a plan, (3) executing the plan and (4)
reviewing the solution (Polya, 1945). Problem-Based Learning (PBL), as a general
model, was refined in medical education in the early 1970's and since that time it
has become common practice in most medical schools where PBL is used in the
first two years of medical science curricula, replacing the traditional lecture
based approach to anatomy, pharmacology, physiology, etc. (Savery and Duffy,
1995). The model has been adopted in an increasing number of other areas
including Business Schools (Milter & Stinson, 1995), Schools of Education
(Bridges, 1992; Duffy, 1994); Architecture, Law, Engineering, Social Work (Boud
& Feletti 1991); and high school (Barrows & Myers, 1993). As Bransford et al.
state, Problem-oriented acquisition helps students appreciate the value of
information (Branford et al, 1990, p.121).
These Best Teachers of 1966 were each unique in their situations, teaching
different subject disciplines to different student populations at different
universities. What they had in common was intentional efforts to create a space
where students would be engaged in highly interactive and authentic learning.
This space can be captured visually in two dimensions where one axis represents
the activity level of the teacher and the second axis represents the activity level
of the learner (see Figure 2). In this model, the lower-left quadrant represents the
Traditional Classroom where the student is a passive learning (listening and
taking notes) and the teacher is also a passive participant (non-stop lecturing).
This is not meant to be viewed as an indictment of lectures or the traditional
classroom model. Rather it is a visual summary of the opportunities to make
students more active in their education process, and also to make the instructor
more active as well.
It is important to note that Figure 2 does not suggest any specific approach to
active or authentic learning. Indeed, there is no one size fits all
recommendation because effective learning depends on many factors, including
the content being learned, the knowledge level of the learners, the class size, and
the learning objective just to name a few. Specific techniques might work better
in some situations than others. The good news is that there are many techniques
designed to help participants (students and teachers alike) become more active
in the learning process. If a teacher were to plot a specific instance of a course
onto the Figure 2 chart, the location of that class would not be static, but would
make many small moves over time based on the dozens of choices made in the
design and refinement of the course, each decision moving the class slightly
toward the upper-right quadrant or slightly toward the lower-left quadrant, or
somewhere in-between.
This model has implications for a variety of high profile educational technology
issues. For example, enrollments in online classes have grown significantly
(Clark & Mayer, 2007) and many traditional institutions are expanding their
capacity for online courses (Allen & Seaman, 2013). Likewise, hybrid courses
that blend face-to-face and online instruction are one the rise (Bonk & Graham,
2006; Keengwe, Onchawari, & Oigara, 2014). Too often faculty are not provided
sufficient guidance on how to integrate technology into these new online or
hybrid courses.
It is possible to replace face-to-face lecture with recorded lecture, but that does
not move the learning experience out of the lower-left quadrant of the Active
Learning Model. Using technology to replicate the traditional classroom might
be cost effective, but it does not improve learning. When technology is
For this case study, technology has been incorporated into this course according
to the 3D Active Learning model with the goal of moving the course toward the
highly interactive and authentic learning space. The first active technology
introduced in this course was SAM Projects, an expert system for grading
student projects in Microsoft Word, PowerPoint and Excel (Cengage, 2016). This
technology is a type of expert system that allows students to get detailed
feedback on their hands-on Microsoft Office projects. SAM Project grades the
students work and provides detailed feedback almost immediately regardless of
the time of day. When using SAM, a student may submit an assignment at 2:00
am, and the student will receive immediate detailed expert feedback while the
project is still fresh in the students mind. Furthermore, students are able to use
the feedback to resubmit their work multiple times (as determined by the faculty
member) and to improve their work based on the expert feedback.
reading, an online practice quiz was made available to the students containing a
pool of questions first drafted by the publishers and edited and pruned by the
faculty member. These questions are made available for a period of time (e.g., 1
week) and the students could take the practice quiz multiple times during that
week.
Strategic technology adoptions are only part of this case study. Lectures became
shorter and more interactive, emphasizing the major challenges and
opportunities that students will be facing. Student participation was increased.
Small group projects, discussions, debates, class-wide problem solving activities,
and in-class demonstrations were all considered based on the main learning
objectives for that material and the technique that seemed most intuitive to the
faculty member.
Results
The course revisions over three semesters based on the 3D Active Learning
Model have had a demonstrably positive effect. Students showed an increase in
attendance, alertness, participation, and attitude. Class meetings were more
engaged and pleasant.
Furthermore, student evaluations show a positive increase over the past three
semesters while college and departmental averages remain relatively flat (with
spring 2015 included as a baseline). By increasing engagement, students felt the
learning was more authentic and in line with the course objectives (Figure 4),
feedback (Figure 5), teacher effectiveness (Figure 6), and student learning
(Figure 7).
Conclusion
There is a long and rich history of educational research showing improved
student learning through increased interaction and engagement. Each teacher,
each student, each topic, and each setting is unique. But with each of these
unique challenges, there are multiple opportunities to make small changes in
course design and implementation with the goal of moving students toward the
most authentic and interactive learning space possible.
classes. The 3D Active Learning Model does not recommend any specific activity
or event or technology. Rather it is a model that encourages incremental change
away from a traditional classroom toward an environment of more authentic
learning involving increased interaction across three dimensions: teacher,
learning, and technology. It is a journey over time that requires a series of
pedagogical decisions where each choice is guided by the goal of increasing
active learning. Collectively these small changes have the effect of creating a
learning space that is well suited for better teaching and more authentic
learning.
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Yu-Chia Liu
Department of Hospitality & Tourism, Taiwan Hospitality & Tourism College,
Taiwan R.O.C. and Department of Curriculum Design and Human Potential
Development, National Dong Hwa University, Taiwan R.O.C.
He Huang
Department of Clinical Psychology, Chang Gung University, Taiwan R.O.C.
Abstract. For the last three decades, many studies have found an
obvious achievement gap between non-minority students and minority
students, which was mainly associated with a lower socioeconomic
status and a deficiency of family learning resources, such as learning
after school, of minority students. In many countries, cram schooling is
the most commonly extra learning activity which is believed to have
positive effects on learning achievement. However, there are few
empirical studies to explore the relationships between cram schooling
and the learning achievement gap of different ethnic students. This
study used 630 fifth-grade students in Taiwan as samples and carried
out a hierarchical regression analysis to discover the effects of cram
schooling on the ethnic learning achievement gap of Taiwans young
children. The results showed that cram schooling participation has
non-linear effects, first ascending and then descending, on students
learning achievement. In addition, those students who participated in
privately tutored classes with higher fees charged demonstrated better
learning achievement, but students enrolling in after-school programs in
cram schools might not show the same outcomes. Further analysis
indicated that minority children had fewer and poorer cram schooling
resources than non-minority children. In addition, most minority
children have lower socioeconomic status, giving them less opportunity
to participate in cram schooling activities and after-class programs in
schools, so their learning achievement was significantly lower than
non-minority children.
Introduction
Over the past few years, a number of researchers have concentrated on
analyzing the academic achievement of students in different ethnic groups, and
discovered that the learning gap between minority students and their
counterparts of non-minorities remains constant (Brown-Jeffy 2009; Byun and
Park 2012; Rowley and Wright 2011). Some of them suggest that the minorities
learning performance falls off because of the lack of extracurricular and learning
activities after school. Among the researches focusing on the relationship
between extracurricular activities and the ethnic learning achievement gap, the
function of academic cram schooling has aroused sincere consideration. Cram
school is believed to have a positive effect on academic achievement, and has
become a very visible worldwide phenomenon (Bray 2013; Bray, Zhan, Lykins,
Wang and Kwo 2014; Kim and Park 2010; Kuan 2011; Kenayathulla 2013; Zhan,
Bray, Wang, Lykins and Kwo 2013 ).
Cram schools have also existed in East Asian countries for a long time (Bray et
al. 2014; Fung 2003; Lee and Shouse 2011), particularly those countries
influenced by Confucianism, such as Taiwan, mainland China, South Korea and
Japan. Traditional education values may make cram schools more crediable as
an fundamental and much needed social organization (Liu 2012). Moreover,
cram schooling activities may be influenced by parental socioeconomic status,
thus affecting plurality and deprived students to face greater learning
achievement gaps when compared to those who attend cram schools (Kim and
Park 2010; Lin, Hsieh and Chen 2015; Lee and Shouse 2011).
Based on the above considerations, this study used 630 fifth-grade Taiwanese
students as samples, and carried out a hierarchical regression analysis. The
researchers incorporated ethnic cross-national marriages, family background,
and participation in academic cram schooling (time spent, expenditures, and
patterns) as the mediating variables. These factors were then used to clarify the
influential mechanisms of ethnic and cross-national marriages differences on
students academic achievement. Hopefully this investigation will fill in the gaps
in current research on the education achievement of different ethnic groups so
that we can better understand both the theoretical and practical implications of
ethnic achievement gaps.
Literature Review
Cram schooling is similar to shadow education (Bray et al. 2014; Kuan 2011; Lee
and Shouse 2011). This is due to its coexistence with the mainstream schooling
and how it mimics the regular school system, i.e. it duplicates the curriculum,
the regulations, even the purposes of formal schooling. Cram schooling offers
supplementary instruction aiming to assist students to catch up, keep up, or
make headway of their peers. Furthermore, it is a fee-paying service for extra
learning activities after school or during summer vacation, rather than the
unpaid tutoring provided by family members or teachers in after-class
programs. Additionally, cram schooling mainly focused on how to enhances
students performance in terms of academic subjects (Liu 2012; Zhan et al. 2013),
rather than extra-curricular activities to foster their cultural capital, i.e., music,
art, sports, and so on (Shih & Yi 2014). In this study, cram schooling includes
languages (Chinese and English), mathematics, science, and other academic
subjects that feature in mainstream school examinations. All of these subjects are
important branches of learning in the senior high school and university entrance
examinations. In this respect, cram schools consist of outside school instruction,
provided by profit-oriented organizations (Liu 2012), aiming to help students
master academic subjects of school curriculum and improve academic
performance in school (Byun and Park 2012; Lin et al. 2015), earn admission to
elite schools (Fung 2003) and benefit in their future occupations and the social
status (Stevenson and Baker 1992).
Cram schools are also known as Buxiban in Taiwan, Juku in Japan, Hagwon in
South Korea, and private tuition or a shadow education system in Western
countries (Bray 2013; Byun and Parker 2012; Kim and Park 2010; Kuan 2011).
Though cram schools have many different names, they share a common feature
in that they serve as a remedial or enrichment strategy. In Taiwan, two major
types of cram schools can be categorized: (a) the cram schools that help students
do schoolwork and prepare for entrance exams; (b) the institutes that provide
training in foreign languages (Liu 2012; Shih and Yi 2014). These two types of
cram schools can be regarded as academic cram schools due to the primary focus
on students educational advancement, such as languages, writing, and
mathematics, with the primary objectives of improving students abilities for
taking tests, helping them gain higher grades, and enter prestigious high schools
and universities. Attending cram schooling can increase academic performance,
thereby opening up more opportunities for higher education.
Some empirical studies reveal that cram schooling has a positively significant
influence on students academic achievement (Dang 2007; Kuan 2011; Liu 2012).
Rhy and Kang (2013) illustrated that the true effect of private tutoring on
academic performance remains, at most, modest. Specially, Chen and Hwang
(2011) found a non-linear influence, first increasing and then decreasing, on the
hours spent in cram schools. They explained that students fatigue caused by
long cramming hours may decrease the learning efficiency, and that the long
It needs clarification that cram schools in Taiwan are usually private and
authorized by the local government. Their objectives are not only to assist
students with their learning, but also to earn a profit. These cram schools are
consequently fee-based. Moreover, students in Taiwan need to go to different
types of cram schools for better scores on tests, leading to a vast household
investment in cram schooling. The more famous cram schools produce better
student performance, attract more parents and their children, and charge higher
tuition fees, causing a heavy economic burden on less wealthy families (Lin et al.
2015). Accordingly, whether children can participate in private cram schools and
how many subjects they can take closely relate to the socioeconomic status of the
families.
For instance, several studies have found that the higher the parental education
level, the more academic subjects their children take at cram schools (Bray et al.
2014; Jung and Lee 2010; Kenayathulla 2013). Moreover, children from high
socioeconomic status families are more likely to take part in academic cram
schooling activities. Their families are also more likely to spend money on
private tutoring (Bray et al. 2014; Jung and Lee 2010; Kim and Park 2010;
Kenayathulla 2013; Lin et al. 2015; Shih and Yi 2014; Stevenson and Baker 1992).
It may be that if there were more cram schools, the opportunities for students
from lower socioeconomic status to attend cram schools and take cram courses
would be greater.
these low socioeconomic status Taiwanese males might marry females with the
same socioeconomic status by means of foreign marriage matchmaking. The
economic status of these cross-national marriage families might be relatively
low, similar to the aboriginal groups. In addition, these mothers from
cross-national marriage families cannot get jobs without Taiwanese resident
identification until several years after getting married, and they may have
difficulties in cultural adaption and oral communication. These difficulties
probably cause disadvantages to cross-national marriage children regarding
learning performance, including not being able to afford extra academic cram
schooling expenditures.
Based on the above considerations, the cram schooling activities in Taiwan can
be grouped into three categories: (a) private profit-oriented cram schools,
regarded as Buxiban; (b) fee-based after-school programs provided by schools;
and (c) free after-school programs sponsored by non-profit organizations or
schools. According to relative viewpoints and empirical results (Brown-Jeffy
2009; Dang 2007; Kuan 2011; Lin et al. 2015; Liu 2012 ; Rowley and Wright 2011;
Whitley et al. 2014), this study assumes that minority groups cannot afford
private cram schooling expenditures due to their low socioeconomic status and
hence, their children possess lower academic performance. However, with few
relevant studies, some questions need to be addressed. First, few studies have
been conducted to compare the learning environment and learning performance
of cross-marriage children with aboriginal groups and non-minority groups.
Method
Participants
The analysis sample for this study includes children between age of 10 and 11
who had valid questionnaire data and their grade achievement assessment at the
time of the survey in 2013. In total there were 630 pieces of valid student and
parent data. Among the subjects, 49.4% were boys and 50.6% were girls. The
average length of education for the fathers and mothers was 12.07 years (SD =
2.23) and 12.07 years (SD = 2.00), respectively, which was the equivalent of a
senior high school graduation. The family economic status for the subjects were
given 1-3 points according to the level of wealth, and the mean was 2.66 (SD =
0.50).
Measures
Table 1 shows the design and scoring methods for each variable in this study.
All variables used in this study are grounded into two types: (1) student
individual characteristics, such as ethnicity, gender, and academic achievement,
(2) family background and characteristics, including parent educational level,
parent occupation, family economic conditions, family structure, sibling size,
and childrens participation in cram schooling.
Sibling size How many siblings does the Item ranged from 1 to 6. 6 =
child have? six or more siblings, 1= only
one child in family
Academic cram How many hours do you 0 = lowest hours; 20 = highest
schooling spend each week hours
Hours participating in cram
schooling?
Analysis Strategy
A series of hierarchical regression analysis was used with different groups of
predictors in the model, first with ethnicity (including non-minorities,
aboriginals, and cross-national marriages), then with ethnicity and controls for
family background (such as parent educational level, parent occupation, family
economic status, family structure, and sibling size) and childrens gender, and
finally with childrens participation in cram schooling measures added. In this
Results
Descriptive Analysis
Table 2 displays the results of the descriptive analyses among the minority
group students and non-minority group students in the respects of
socioeconomic status, personal attributes and family background, participation
in cram schooling, and their academic achievement. The results indicated that
the parents from minority group families had a lower educational level than
their counterparts, especially the cross-national couples (M = 10.82, 9.48; SD =
3.06, 2.97, respectively), which was equivalent to a junior high school level.
Secondly, among the non-minority groups, many fathers were engaged in
professional or semi-professional work (47.1%), whereas among the aboriginals
and cross-national marriage, most fathers were engaged in labor-related work or
low-tech jobs, occupying 66.3% and 64.3%, respectively. Among the
non-minority group, the percentages of maternal jobs in the professional and
semi-professional areas, trading and service sectors, and low-tech sectors were
almost the same, over 30% each. However, in aboriginals and cross-national
marriage, the mothers were mostly engaged in labor and low-tech jobs (61.1%
and 74.1%, respectively).
Table 2 Descriptive statistics for family SES, family background, participation in cram schooling, and childrens test scores by ethnicity
Non-minorities Minorities Minorities
Ethnicity (aboriginal) (cross-national marriages)
Variable N % Mean SD N % Mean SD N % Mean SD
Parental educational level
Father 502 13.82 2.78 100 11.23 2.95 28 10.82 3.06
Mother 500 13.50 2.52 100 10.69 2.78 27 9.48 2.97
Fathers occupation
Professional and semi-professional 230 47.1 15 15.8 6 21.4
Trading and service 107 21.9 17 17.9 4 14.3
Labor-related work and low-tech jobs 151 30.9 63 66.3 18 64.3
Mothers occupation
Professional and semi-professional 159 32.1 12 12.6 2 7.4
Trading and service 141 28.5 25 26.3 5 18.5
Labor-related work and low-tech jobs 195 39.4 58 61.1 20 74.1
Family economic status 504 3.36 0.71 100 2.86 0.83 28 3.14 0.71
Family structure
Two-parent household 421 84.7 72 72.7 24 88.9
Single-parent and other household 76 15.3 27 27.3 3 11.1
Students gender
Boy 244 48.9 42 42.0 13 46.4
Girl 255 51.1 58 58.0 15 53.6
Sibling size 492 2.08 0.72 96 3.01 1.36 27 2.15 0.72
Cram schooling
Hours 502 7.75 6.97 100 1.30 3.07 28 5.61 6.80
Expenditures (NT$/ thousand) 501 5.14 4.45 100 0.96 2.77 27 2.96 3.56
After-class programs in schools 499 21.4 99 64.6 28 39.3
After-class programs outside schools 499 69.9 99 15.2 28 53.6
(private cram schools)
After-class programs outside schools 499 4.0 99 31.3 28 3.6
(cost-free )
Academic achievement (average) 490 85.86 7.47 99 79.88 8.77 28 84.59 7.78
In the aspect of cram schooling, the data showed that students from aboriginal
families experienced the lowest number of hours and spent the least amount of
money on cram schooling, followed by students from cross-national marriage,
while students from non-minority families had the highest number of hours and
largest expenditures spent on cram schooling. Furthermore, of the three main
types of after-class schooling, nearly 70% of the students from non-minority
families chose private cram schools that demand higher tuitions, whereas 64.6%
of the aboriginal students chose to take extra hours in tutorial classes organized
by schools. Meanwhile, 31.3% of the aboriginal students enrolled in tutorial
classes organized by non-profit organizations, which were free of charge.
Students from cross-national marriages, like their counterparts from
non-minority families, tended to choose private cram schools (53.6%) and
tutorial classes organized by schools (39.3%). Lastly, in the aspect of student
academic performance, non-minority students scored the highest (M = 85.86, SD
= 7.47), closely followed by students from cross-national marriage (M = 84.59,
SD = 7.78). The aboriginals students, however, scored lower than their peers (M
= 79.88, SD = 8.77).
Multivariate Analysis
This study made ethnic group a predictive variable, as shown in Table 3, Model
1, and found that among the minority groups, aboriginal students scored far
lower than non-minority students (B = -5.76, SE = 0.85, p < .05), yet there was no
discernible difference between cross-national marriage students and their
non-minority counterparts. In Model 2, students personal attributes and family
backgrounds were included as control variables. Compared with the results
showed in Model 1, the difference between aboriginal students and their
non-minority peers became smaller (B = -1.98, SE = 1.57, p <.05). It was also
discovered that students whose mothers worked as laborers or with low-tech
jobs had poorer academic achievement. In Model 2, the explanatory power (R
square) reached 0.20. In Model 3, hours of cram schooling and the quadratic
term of cram schooling hours were included as mediators to observe the impact
of cram schooling hours on academic achievement. The regression coefficient
showed that longer hours of cram schooling resulted in better academic
performance (B = 0.40, SE = 0.14, p <.05). However, the square of the hours spent
on after-school cram schooling did not have a remarkable influence on academic
achievement. By further taking hours in cram schooling into Model 3 for
analysis, the disadvantage of aboriginal students grew smaller (B value dropped
from -1.98 to -0.72), and the influence plummeted to 63.63%. This indicated that
aboriginal students poorer performance might come from shorter hours in cram
schooling. The explanatory power (R square) of Model 3 reached 0.22. Model 3
indicated that the cross-national marriage students, with hours in cram
schooling excluded, had better academic achievement than the other two
groups. When dealing with factors separately, such as personal attributes,
socioeconomic status and hours in cram schooling taken as predict variables, the
cross-national marriage students performed better than the non-minority
students. This is worth of further discussion and scrutiny in future research.
Model 4 and Model 5 displayed similar results.
This study included expenditures in cram schooling and the quadratic term of
expenditures in Model 4 to explore the relationship between academic
achievement and expenditures of cram schooling. The result indicated that
higher expenditures of cram schooling resulted in better academic performance
(B = 0.71, SE = 0.18, p < .05). In the meantime, the impact made by the quadratic
term of expenditures on academic achievement showed an apparent negative
value. This further indicated that the positive impact of expenditures on
academic achievement showed diminishing marginal utility. In other words,
spending too much tuition on cram schooling was negatively correlated with
academic achievement. With expenditures as a factor, the disadvantage of
aboriginal students became less obvious (the B value of Model 4 dropped from
-1.98 to -0.69) by 65.15%. This finding showed that the poorer performance of
aboriginal students might be caused by their families economic condition. The
explanatory power (R square) of Model 4 reached 0.23, an increase of 15% over
Model 2.
This study further analyzed how different cram schooling types affected student
academic performance, as shown in Model 5. The tutorial classes organized by
the schools had a negative effect on academic achievement. Although the
government invested sufficient funds into the program that allowed students
from lower-income families not to pay tuition, the effect was less than
satisfactory. On the other hand, students who chose private cram schools often
scored higher in their studies. The positive impact on such students reached a
remarkable result of nearly .05 (B = 1.23, SE = 0.72, p = .06). Students who
participated in tutorial classes set up by non-profit organizations did not show
improvement in academic achievement. The explanatory power (R square) of
Model 5 reached 0.22, an increase of 10% over that in Model 2.
Mediators
Table 4 showed that the aboriginal students spent less tuition and had fewer
hours spent on cram schooling than their non-minority counterparts (B = -4.94,
SE = 0.83, B = -2.01, SE = 0.51). Aboriginal families provided apparently fewer
resources for learning, which affected their childrens academic achievement.
Meanwhile, the cross-national marriage couples provided a similar level of
resources for their childrens after-class education compared with non-minority
families. Table 5 showed that the aboriginal students had a higher percentage of
choosing after-school tutorial classes (B = 1.44, odds ratio = 4.23, p < .05) or
tutorial classes provided by non-profit organizations (B = 2.27, odds ratio = 9.67,
p < .05) over private cram schools (B = -2.21, odds ratio = 0.13, p < .05). By
compiling the analytical results of Tables 3 to 5, it was concluded that the less
satisfactory academic achievement of the aboriginal students was caused by
choosing to attend after-school tutorial classes organized by the schools rather
than attending private cram schools. However, their choice of free tutorial
classes offered by non-profit organizations seemed not to have affected their
academic achievement (see Table 3).
This study discovered that aboriginal students had less satisfactory academic
achievement than non-minority students; yet the learning performance of
children from cross-national marriage families was similar to that of the
non-minority students. This indicated that the main division of achievement
only existed between aboriginal students and non-minority students. Secondly,
this study discovered that the number of hours spent on cram schooling was
positively correlated with academic performance. On the other hand, although
expenditures showed diminishing marginal utility, it still had a positive link
with academic achievement. This indicated that, for Taiwanese students, cram
schooling is a crucial factor in academic achievement, thereby supporting the
previous research results (Chen and Hwang 2011; Dang 2007; Kuan 2011; Kim
and Park 2010; Liu 2012). Moreover, the results showed that the less satisfactory
academic achievement of aboriginal students was due to the scarcity of
additional cram schooling provided by their families after school. This result
reflected that gaps in learning outcomes between ethnic or racial groups are
associated with the abundance of family learning resources and poor
educational environment (Brown-Jeffy 2009; Byun and Park 2012; Lin and
Hwang 2009; Rowley and Wright 2011).
There has been relatively little research in the link between after-class tutorial
classes and academic performance, especially in regards to what type of cram
schooling and organizations can achieve better academic performance, what
kind of cram schools ethnic groups will choose, and what kind of division exists
in student achievement. This study found that tutorial classes organized by
schools had a negative impact on students, and that the students attending these
classes were mostly from aboriginal groups. This contributed to the lagging
behind of aboriginal students. The authorities concerned have been putting great
effort and funding into after-school tutorial classes that held in school, as it is felt
that they are a great help to minority students in their learning performance.
However, this study found that, the governments well-intended policy is not
providing the desired effect (possibly due to a poorly-organized teaching plan
and poorly trained teaching staff). This poses a concern for how the Taiwan
Meanwhile, this study found that private cram schools, which generally demand
higher tuition fees than schools and non-profit tutorial classes, can be a great
help to students academic achievement. Other than the remote areas, cram
schools can be found in almost every city and town in Taiwan. The business of a
cram school depends on how its students perform academically. Thus, many
parents are eager to pay higher tuition fees as long as their children make
improvements in their academic studies (Lin and Hwang 2009; Lin et al. 2015).
To attract renowned teachers, cram schools have to be set up in urban areas.
Aboriginal students from remote areas find it difficult to commute to these cram
schools, and their families face the challenge of higher extra tuition fees. The
only choice left to them is to choose after-school tutorial classes, yet such tutorial
classes are of little help to diminish the learning gap.
The above findings also showed that children from cross-national marriage
families have similar academic performance compared with other non-minority
peers, and that the tuition and hours they spend on cram schooling are similar to
their counterparts. They may be less likely to attend off-campus cram schools,
and they tend to participate in on-campus after-school classes. Many mothers in
cross-national marriage families come from mainland China and Southeast Asia,
and they often face the problems of obtaining an ID card and finding a job, not
to mention language difficulties and culture conflict. The above all pose issues
for their children. This study used fifth graders as the research samples, and
found that their learning was inhibited considerably.
Secondly, other questions left to discuss include: What are the effects of cram
schooling on students learning adaptation in the long term? Will it affect a
students career or income (Lin and Hwang 2009)? Does any difference exist
about the relative findings between Eastern and Western societies? Additionally,
the long hours spent on a cram schooling cause higher pressure and less time for
leisure activities. This might lead to a lower sense of happiness or
maladjustment at school (Chen & Lu 2009; Csikszentmihalyi and Hunter 2003).
Hence it is important to pay attention to the negative effects brought forth by
cram schooling.
Lastly, a striking discovery of this study was that, after excluding socioeconomic
factors and cram schooling, students from cross-national marriage families often
performed better than non-minority students. This study, however, did not
investigate a deeper understanding of this phenomenon. The above limitations
are all topics that are worth further exploration in future research to create better
strategies and educational policies.
Acknowledgement
This research was sponsored in part by the Ministry of Science and Technology,
Taiwan, under Grant MOST 103-2410-H-259-031-SS2
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Eyvind Elstad
University of Oslo, Norway
Knut-Andreas Christophersen
University of Oslo, Norway
Introduction
The Norwegian educational authorities have defined using digital tools as a
core skill that is to be stimulated by schools (Ministry of Education and
Research, 2014). Computers are used in school as writing tools, for the gathering
of information and for communication, and students are expected to make
academic use of the Internet. Norwegian sixth-form colleges have thereby seen
an equipment revolution in terms of accessibility to computers in the classroom
(Elstad, 2016a). Each pupil has his own computer with internet access and some
school districts expect these machines to be used often.
Off-task activity on the part of pupils during lesson time is a recurrent problem
(Elstad, 2006; Blikstad-Balas, 2012) and represents a frequent challenge to
teachers, whose work is often in the form of the teacher going through new
material on the blackboard or guiding pupils in their individual or group-based
studies. The physical design of the classroom includes the classroom artefacts. In
the traditional classroom, the arrangement of the desks is physically designed to
allow monitoring of pupils academic work. Desks are generally laid out in rows
in order that each pupil can see the blackboard. This physical layout creates a
challenge in terms of the teacher's ability to see whether the pupils are using
their computers for the purpose of academic work or off-task behaviour. In the
technology-rich classroom, classroom control of this kind is harder to maintain
because it is more difficult to monitor the pupils behaviour. Classroom
management is the actions teachers take to create an environment that supports
and facilitates both academic and social-emotional learning (Evertson &
Weinstein, 2011: 4). It is interesting to explore the potential managerial
challenges that teachers confront in technology-rich classrooms. Professional
growth for teachers is an important ambition in Norwegian educational policy
(White Paper no. 11, 2008) and teacher efficacy in terms of classroom
management is important if the teacher is to increase skills and professional
growth in their work. A teacher's first experience of teaching can be a challenge:
situations are often complex and the teacher needs to take account of several,
often unforeseen, things happening at once. This can easily create stress and
working-memory overload among inexperienced teachers when decisions need
to be taken (Leinhardt & Greeno, 1986). Through experience, teachers learn to
tackle complex decision-taking situations in a better way: the skill becomes
procedural (Anderson, 1982). In this way, the cognitive overload experienced by
beginners becomes reduced. After the initial phase in which the goal is survival,
teachers attempt to consolidate their pedagogic repertoire and experiment with
ways of carrying out their roles in ways give them mastery over new challenges
(Berliner, 1986; Huberman, 1989; Chi et al., 2014). Several studies document that
professional growth among teachers allowing for certain nuances is related
to improved pupil performance (Rivkin et al., 2005; Rockoff, 2004).
Theoretical assumptions
Two theoretical lenses are brought together in this study: (1) Bandura's self-
efficacy theory (1994) and (2) the theory of teacher orientation to learning
(Opfer, Pedder & Lavicza, 2011: 5). A self-efficacy belief is an assessment of a
persons capabilities to attain a desired level of performance in a given
endeavour. Bandura assumed that belief in one's abilities was a powerful
driving mechanism influencing motivation to act, the effort put forth in the
endeavour, and the persistence of coping mechanisms in the face of setbacks.
The other theory concerns teacher orientation to learning which is integrated set
of attitudes, beliefs and practices as well as the alignment of oneself and ones
ideas to circumstances and context. These learning orientations are context
dependent. A part of teachers orientations to learning remain unchanged
overtime, while the context, the phase of teacher experience and the pupils a
teacher has influence the orientation to what, how and why they learn as
professionals.
Zee and Koomen (2016) present a recent review of teacher efficacy studies. They
integrated four decades of teacher efficacy research to explore the consequences
of teacher efficacy for the quality of classroom processes, students academic
adjustment, and teachers psychological well-being. Their results suggest that
teacher efficacy shows positive links with students academic adjustment,
patterns of teacher behaviour and practices related to classroom quality, and
factors underlying teachers psychological well-being, including personal
accomplishment, job satisfaction, and commitment. Negative associations were
found between teacher efficacy and burnout factors. However, they do not
explicitly focus on teacher efficacy at maintaining order and discipline in
technology-rich classrooms.
A new kind of managerial challenge has appeared with the advent of free
Internet access in the classroom: motivational conflicts between immediate
rewards of electronic chatting, surfing and games and the long-term rewards of
academic achievement (Elstad, 2008). Van Acker et al. (2013) explored the role of
1
According to Bandura (1997), expectation of mastery is based on five types of
information source, one of which is personal experience.
IA4
Method
In order to investigate our hypotheses and investigative assumptions, we carried
out a survey among 156 teachers at 3 Norwegian sixth-form colleges. The data
collection took place in the form of a paper-based questionnaire filled in by the
teachers in connection with a planning day. The advantage of this method is that
all the teachers were required to take part in the planning day. No teachers
declined to take part in the survey. This means that apart from those who were
off sick on the day in question, the selection we have analysed can be regarded
as complete. In other words the selection has no self-selection issues.2 The three
schools in question, however, cannot be regarded as representative of
Norwegian sixth-form colleges and their teachers. All three, which offer the
curriculum directed towards preparation for higher education, are regarded as
2
Seven sixth-form colleges were originally included in the selection but the participation
percent was too low at four of these schools. In order to avoid self-selection we have removed
these four schools from the material to be analysed.
fairly similar. Pupils' average grades on entry were 4.25 [on a scale of 1-6] and
the value-added measures of the three schools are relatively similar (averaging -
0.35) (Falch et al., 2016). In other words, the schools can be regarded as fairly
average in terms of pupil attainment on entry and pupil progress during their
time at the school (pupil entry statistics and school contribution indicators based
on year group 2008-2009). This aspect of the selection as we will describe later
is of significance in relation to the conclusions that can be drawn.
The purpose of the investigation was described at the beginning of the session in
which the questionnaires were distributed in plenum and the teachers were
given sufficient time to consider the alternatives while filling out the
questionnaire. We thus believe that the answers are relatively well considered.
In all three schools, the pupils each have a PC with internet access available and
it is up to the individual teachers to tackle the challenges involved in terms of
classroom management. To remind the teachers about this challenge we
introduced the questionnaire with the following text:
After this text, the teachers were asked to indicate on a seven-point scale (with
named extremes) which alternative corresponded best to their own views. The
teachers were asked to indicate values for the following questions or statements:
How certain are you that in such a situation you would be able to:
These questions on teacher efficacy are inspired by Skaalvik and Skaalvik's (2007)
Maintain discipline construct, but here adapted to the situation of technology-
rich learning environments. The extremes of the scales regarding teacher efficacy
were: 1= Not sure at all, 7= Absolutely certain. After these questions regarding
teacher efficacy, teachers were asked to consider the following statements (the
extremes of the scales were: 1=completely disagree, 7=completely agree):
3
Items are inspired by, but not identical to, those that Skaalvik & Skaalvik (2007) term
their External Control Scale.
Many conflicts with pupils arise when pupils are allowed to use the
internet during lessons.
Some pupils are unable to maintain focus on academic tasks when they
use the internet during lessons.
Analysis
Structural equation modelling (SEM) and descriptive statistical analysis were
used to analyse the relationships between the variables. Structural equation
modelling is suitable for confirmatory factor analysis and path analysis.
Assessments of fit between model and data are based on the following indices:
root mean square error of approximation (RMSEA), Tucker-Lewis index (TLI),
goodness-of-fit index (GFI) and comparative fit index (CFI). RMSEA < .05 and
TLI, GFI and CFI > .95 indicate good fit and RMSEA < .08 and TLI, GFI and
CFI > .90 indicate acceptable fit (Kline 2005).
The measurement and structural models were estimated with IBM SPSS Amos
22. The values of RMSEA, TLI, GFI and CFI indicate that the structural model in
Figure 2 has acceptable fit.
4
Items are inspired by, but not identical to, those that Skaalvik & Skaalvik (2007) term
Strain Factors.
5
Items are inspired by, but not identical to, measurements of teachers' internal attitudes
to learning, developed by (Opfer, Pedder & Lavicza, 2011).
Results
Table 2
Table 3
Formulation Result
1 We investigate the relationship between conflicts and The association (b(constr2)=
perceptions of shortcoming in terms of influence over -.04) is very weak.
pupil motivation and self-discipline
2 We investigate the relationship between the significance The association
of practical skills and shortcoming. (b(sopcon)=.13) is positive.
3 We investigate the relationship between the significance The association
of practical skills and stress. (b(sopstr1)=.29) is positive.
4 We investigate the relationship between stress and The positive association
perception of shortcoming in respect of influence over (b(str1con)=.35) is
pupil motivation and self-discipline significant.
Discussion
The purpose of the article was to investigate strain factors and the significance of
teachers' practical skills development as a source of improvement statistically
associated with teachers' self-efficacy for succeeding in classroom management,
as well as reciprocal associations between the factors. The analysis indicates that
a perception of conflict (str2) is negatively associated with expectations of
mastering classroom management (secm). Stress (str1) and a perception of
shortcoming in terms of influencing pupils (con) have a rather weaker negative
association with teacher efficacy for classroom management (secm). There is a
strong, positive association between stress (str1) and conflict (str2), as well as
positive associations between shortcoming (con) and both stress (str1) and
If these path coefficients reflect causal processes, the causal direction6 may be in
several directions. Since this cross-section investigation is unable to prove causal
direction, we must be cautious not to draw too strong conclusions about
causality. Research incorporating sequential analysis or controlled experiments
may help resolve questions about causal direction, but such research approaches
are demanding to carry out. We also note the positive association between
shortcoming in terms of influence on pupil motivation and self-discipline and
perceptions of stress and conflict. Here too, the causal direction is uncertain
even though it seems most plausible to assume that perceptions of stress and
conflict cause the perception of shortcoming.
6
Strictly speaking, the analytical design does not provide a basis on which to determine
causal direction; only the strength of statistical associations.
7
This is one example. One of the top civil servants in the Ministry of Education and Research,
Ole Briseid, condemned some years ago teacher-centered instruction and emphasized progressive,
student-oriented and activity-oriented teaching methods: The Ministry has wanted to reform the
teaching methods in schools (in Norway) for a long time. He (Briseid) wants more project
work, less traditional teaching using the blackboard as a visual aid and more problem-based
teaching. To a larger extent, pupils will work independently and in groups with topics they
develop themselves. The teachers will be more like supervisors than lecturers, and computer
technology forces the development of new teaching methods (Kluge 2001, emphasised here).
A task for future research is to determine the extent to which this type of opinion
is widespread and explore how contextual factors influence teacher efficacy and
performance in technology-rich environments. If there is a widespread
perception of a gap between the managers and the managed, those who are
responsible for political and administrative decisions should be concerned about
how teachers can succeed in their work. For the sake of balance: opinions are
also expressed at the other end of the scale. Some teachers, for instance, claim
that in the digital classroom, access to and use of tablets is a fantastic
opportunity (Ramo, 2016).
There are several limitations in our study. This type of analysis has limitations
from a conceptual perspective and in terms of its methodological (cross-sectional)
approach. We acknowledge these limitations and argue that they can serve as
point of departure for future research.
Acknowledgement
This work was supported by the Norwegian Research Council under Grant
[number 218245]. Sources of support for the work, including sponsor names
along with explanations of the role of those sources if any in study design;
collection, analysis, and interpretation of data; writing of the report; the decision
to submit the report for publication; or a statement declaring that the supporting
source had no such involvement.
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J. E. Thropp
Embry-Riddle Aeronautical University
Daytona Beach, FL
Background
Instructors strive to encourage and support students to enhance their learning
outcomes and to set them on a path to succeed not only in their coursework, but
also in their objectives outside of the classroom. Motivation is undoubtedly a
key component to college student success, yet can be hindered when the
material to be learned is associated with negative affective components, evokes
anxiety, and is perceived as difficult. Statistics is one such course that often fits
the aforementioned description. This paper discusses how keeping weekly
reflective metacognitive journals may have improved the learning experiences
and academic performance of students in a graduate-level statistics course.
reveals a wide variety in potential factors underlying the reasons why many
students harbor negativity towards statistics and exhibit difficulty in performing
the coursework.
Seeing the value of statistics in ones career and other applications beyond the
classroom is a factor influencing attitudes towards statistics (Fullerton &
Kendrick, 2013; Ramirez, Schau, & Emmioglu, 2012; Schau, Millar, & Petrocz,
2012). Interest level in statistics also plays a role in statistics-related anxiety.
Macher et al. (2013) reported a negative correlation between the two variables, as
individuals tend to devote greater time and effort to objectives that interest
them. Anxiety and lack of intrinsic motivation have been linked with students
procrastination of statistics tasks (Dunn, 2014). Indeed, task-engagement and
seeing the value in a task are important motivational components that underpin
learning (Ryan & Deci, 2000).
Macher et al. (2011) indicated that students with statistics anxiety tend to exert
less effort in studying and procrastinate in their coursework as well as in
studying for exams. Decremented intrinsic motivation has also been linked with
students statistics anxiety and task procrastination (Dunn, 2014). At the
graduate level, statistics anxiety can extend into other aspects of academic
performance, such as comprehending research articles involving statistical
results (Onwuegbuzie, 1997), and performing research-related activities that
require statistical knowledge (Onwuegbuzie, 2003).
develop or modify plans for solving a problem in order to achieve his or her goal
(Paris & Winograd, 1990). According to the theory of self-determination,
intrinsic motivation to succeed academically is facilitated by a more autonomous
style of learning (Ryan & Deci, 2000), the benefit of which is often improved
performance in coursework (Giuffrida, Lynch, Wall, & Abel, 2013).
Borasi and Rose (1999) showed how WTLM is an expressive form of writing that
can take the form of journals. In their study, undergraduate algebra students
Methodology
Study design. This study used a mixed-methods quasi-experimental design to
investigate the effect of reflective journaling on student performance in a
statistics course. Students enrolled in two different sections of a graduate-level
introductory statistical analysis course were recruited as participants. This
course is a 16-week, in-person, core requirement in a Master of Science degree
program in the university at which this study was conducted.
In the experimental section of the course, the students (n = 13) had the option of
volunteering to keep online journals to document their learning experiences in
the course throughout the semester. The control section (n = 14) was conducted
in the same manner as the experimental section, with the exception that the
students were not offered the option to complete the journals. Participation was
voluntary, and approval to conduct the study from the institutions ethics
review board was obtained.
Procedure. On the first day of class in the experimental section, the instructor
announced the option of participating in the study to the students, explaining
that they had the option of completing an online journal regarding their learning
progress each week. The journals were made available through a journal tool
embedded in the Blackboard LMS site for the course. Students in the
experimental section were asked to document briefly their weekly learning
experiences (not including weeks in which tests were administered) using the
online journal regarding the following issues:
Concepts covered in class in the current week that they felt they had
difficulty understanding and might necessitate further clarification
Questions they had regarding the concepts covered in class that week
Information that they felt might be helpful to explain or clarify the
difficult concepts
How they planned to seek clarification of these concepts
Although these specific journal topics were posed to them, they were not
prohibited from writing about other topics pertaining to their experiences in the
course.
Students were expected to spend not more than approximately five to ten
minutes per week on the journaling task, and were advised to work on the
journal when it was convenient for them. They were told that participation was
strictly voluntary with no bearing on course grade and that the journals were to
be used as a learning aid and would not be read by anyone except the instructor.
They were also informed that the instructor only assessed the journals for
completion and honest effort, not for content. Neither course credit nor any
other compensation was offered in exchange for participation. The instructor
described the journaling activity as an optional task to the students in the first
week of the course, and listed it as an optional weekly task on the course
syllabus. The instructor did not remind them to do the journals afterwards;
considering the exploratory nature of this study, the instructor preferred to
observe the natural tendency for students to use the journal without being
prompted.
In both sections, students were evaluated on three assignments, two tests, and
one final exam in fulfillment of course requirements. These evaluation items are
described below.
The Statistical Package for the Social Sciences (SPSS) was the statistical software
package students learned to use in the course. For each of the three data
analysis assignments using SPSS (i.e., SPSS Assignments 1, 2, and 3), students
were provided with a dataset and asked to test several different hypotheses
using the software. Each of the three SPSS assignments covered a different set of
statistical operations taught in the course (e.g., one assignment covered t-tests,
another covered correlations and regressions, etc.). To succeed in these
assignments, the students were required to know the proper type of statistical
test to execute, how to execute it using SPSS, how to interpret the SPSS output,
and how to write the results and discussions in the American Psychological
Association (APA) format.
Tests. There were two multiple-choice tests administered in the course. The
questions covered statistical concepts that were taught in the course lectures, but
did not cover the use of SPSS or APA formatting. Test 1 covered material taught
in the first half of the course, while Test 2 covered material taught in the second
half of the course.
Final exam. The final exam was cumulative, covering all statistical operations
taught in the course. For the final exam, students received a dataset and were
asked to test several hypotheses using SPSS. Successful performance on the final
exam required students to be able to determine which statistical operation to
execute for each hypothesis test and explain why they chose each particular
operation, report the results of each hypothesis test, and briefly explain what the
results of each hypothesis test meant.
For both the experimental and control sections, student grades were collected
from the LMS at the end of the semester. Independent samples t-tests were
conducted on grades for all evaluation items to compare the experimental and
control sections. For the experimental section, the content from the online
reflective journals was collected from the journal tool in the LMS.
Results
Student performance. Grades on three SPSS assignments, two multiple-choice
tests, one cumulative final exam, and the final course average were compared.
The experimental section performed significantly better (p < .05) than the control
section on SPSS Assignment 1 and Test 1. The experimental section had a
marginally higher mean score (p = .07) than the control section on SPSS
Assignment 2. Although not significantly different, the experimental section
also had numerically higher mean scores than the control section on the
remaining evaluation items. See Table 1 for the significant differences.
Although the mean scores of the experimental section were numerically higher
than those of the control section in the remaining evaluations (SPSS Assignment
3, Test 2, and the final exam), the differences were not significant (all p > .05).
There was also no significant difference in the final course averages between the
two sections (p = .096).
A closer look was then taken at the students in the experimental section. Six of
the 13 participants opted to complete a journal entry more than once. The
performance of these six journal writers was compared to that of the students
who opted to not use the journal more than one time. Performance was
significantly higher among journal users on SPSS Assignments 2 and 3 (see Table
2). Although not significantly different, the journal users also had numerically
higher mean scores on the remaining evaluation items than those who did not
opt to use the journal.
Table 2: Significant Differences between Journal Users and Non-Journal Users within
the Experimental Section
Evaluation Journal Users Non-Journal t-statistic and
Item Mean Score Users Cohens d (where
(SD) Mean Score significant)
(SD)
SPSS Assignment 189.86 176.0 t(11) = 2.759,
2 (9.55) (8.56) p = .019*
(200 points d = 1.53 (large
possible) effect)
SPSS Assignment 189.43 178.67 t(11) = 3.603,
3 (6.13) (4.27) p = .004*
(200 points d = 2.04 (large
possible) effect
Note. * Indicates significant at the .05 level.
Analysis of students journal contents. The contents of the journals from the
experimental section were analyzed. Of the 13 students enrolled in the semester
in which the metacognition journals were introduced, seven students used the
journal at least once (six of whom used the journal more than once), creating a
total of 25 entries. Six of the students refrained from using the journal
altogether. The number of journal entries was greatest in the first five weeks of
class, and then declined thereafter (see Figure 1).
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16
Some journal entries documented multiple topics. The content was categorized
according to whether it featured a question or a statement, and then by the topic.
The content of the entries in terms of the specific topics posed to the students is
as follows. Students made eleven statements about their learning of statistical
concepts, four statements about using SPSS, and one statement about using APA
format. Students also used the journal to ask the instructor a total of seven
In addition to the specific topics posed to them, students also used to the journal
to express general motivational factors; there were ten instances of this type of
content. One student (i.e., Student A) regularly used the journal to document
her feelings about the course: how she was progressing, external pressures that
added to her workload, her desire to perform well in the course, questioning her
ability at times, and also expressing confidence in herself. Some of her selected
quotes are as follows:
Student A: The hard work really paid off! I still cant believe how well I did on
this last paper. Now I just need to keep up the work and do well on the next
paper and test.
Alright, so I had a lot of things going on at work and in my life so I was not
able to take as much time for the paperthen again, I didnt realize how much
time was really needed.
I am happy to see the other students from our class tutor each otherit shows
how dedicated we all are to try to do well in this class.
Student B: This week in class the professor went over the basics of SPSS. I
understood most of the topics covered. However, I will likely review on my own
with the SPSS software to become comfortable with the processes of re-coding
data, analyzing it, and creating charts to represent the data visually.
The plan? Keep going back to do quick readings of notes and search for material
on the internet that reviews the topics... regarding the rules my idea is to keep in
touch with the TA and read the syllabus...
Other thing for me was that many things were new to me since I haven't been in
ERAU before or for that matter in a University in the U.S.A.
Student D: I knew the day would come when the material becomes more
difficult. I still understand most things in class but when I started working on
the paper, APA and the table made it so difficult. I will definitely seek help and
try to see if the TA has time to help.
Though completing the weekly journals was entirely voluntary, some students
participated somewhat regularly. At the beginning of the semester, participation
was more frequent; however, participation declined as the semester continued,
possibly due factors such as students forgetting to participate and reduced
novelty of the task. To maintain a naturalistic environment, the instructor did
not regularly remind students to complete their journals. This hands-off
approach may have contributed to the decline in journal entries as a function of
time. Similarly, Borasi and Rose (1989) reported that students journaling in a
mathematics course waned when instructors did not prompt them to do so.
While it cannot be determined why some of the students refrained from using
the journals, Boud (2001) describes some of the factors that can discourage
individuals from keeping journals. Writing about ones perceived deficiencies,
sources of unease, and problems can be prohibitive, especially if the writer is
concerned about the identity of the reader and perceived negative consequences
that could result. Knowing that the instructor would be reading about students
criticisms of not only themselves, but also possibly of the course itself, could
have been deterrents to participation.
Students used the journals to document what they had learned that week mainly
in statistical concepts; however, some also documented what they had learned
about the SPSS software and APA formatting. Statements about what they had
learned outnumbered questions they had about the course material. Questions
about statistics were the most frequent, followed by questions about the
assignments and one question about APA format. According to Douglass and
Morris (2014, p. 16) talking with professors to identify gaps in learning
facilitates student self-directed learning. The content of students journals
showed that the journals indeed served as a means of communicating with the
instructor about where their perceived knowledge needed improvement.
Another positive use of the journal was students reflecting on their own learning
experiences. In some cases, students had been anticipating having a difficult
time with statistics, yet were surprised that they were learning effectively and
pleased with their own progress in the course. These statements likely reflected
their intrinsic motivation to succeed in the course. One student regularly used
the journal as a means to express her motivation-related feelings; sometimes
they were positive and sometimes negative, but the instructor used her writings
as an opportunity to encourage her perceived self-efficacy. As Herman (2012)
states, students intrinsic motivation can improve when they feel their
instructors believe in their abilities.
Aside from reflecting on their own learning, the journals may have also
provided another means for students to communicate with the instructor. While
students were encouraged to express themselves in class, and visit and email the
instructor for assistance during the course, the journal provided an additional,
perhaps less formal means of communication between the students and the
instructor. The instructor noticed that some students who did not vocalize
during class did write journal entries; in accordance with Moon (1999), perhaps
the journal served as a more comfortable format in which communicate.
This study was exploratory in nature and thus it only investigated two different
sections of a graduate-level statistics course. A larger sample size may have
produced more powerful hypothesis testing. With only 14 participants in the
control section and 13 in the experimental section, the study could have
benefited from larger sample sizes, but may still provide a glimpse into the
advantages of journaling in statistics coursework. Collecting more data from
future sections could increase the ability to detect achievement benefits as well
as trends in how the students are choosing to use the journals.
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Introduction
Entrepreneurial education (EE) aims to develop an entrepreneurial mind-set
among pupils and, thus, the future labour force (European Commission, 2002;
2006; 2010; 2012; 2013; 2016; OECD, 1989; 1998; Swedish Government Office,
2009). This means that pupils abilities such as creativity, curiosity, and problem-
solving are to be encouraged. Aspects such as interdisciplinary collaboration,
involvement with the surrounding society as well as pupils participation,
influence, activity, and experiences are advocated, thus entrepreneurial teaching
and learning is to be perceived as an educational approach (Erkkil, 2000; Kyr,
2005; Lackus, 2015; Re degrd, 2014). The need for EE has been expressed in
national and international policy text for decades; in 2011, it was inscribed in the
Swedish national curriculum (SNAE, 2011a).
In Sweden, there has also been an increased focus on assessment for learning
(AfL), (also referred to as formative assessment)1, where assessment is used as a
tool in the ongoing learning process. The state has encouraged implementation
of AfL in Swedish classrooms through some of its policies (e.g. SNAE, 2011b).
The motive behind this is to support pupils' learning and development. Among
others, Stobart (2008) claims that AfL is a process, but also an approach to
learning and teaching. It is obvious that EE can be easily linked to AfL. In
literature on entrepreneurial teaching and learning, AfL is advocated and seen
as a part of its means (Falk-Lundqvist, Hallberg, Leffler, & Svedberg, 2011; 2014;
Josefsson, Bostani, & Josefsson, 2009). In parallel with this, there is also an
increased summative focus in Swedish compulsory schools (Wahlstrm &
Sundberg, 2015). Summative results usually are considered as what counts
concerning pupils future possibilities, and, to a large extent, the focus on
summative results controls the mediation of knowledge (Stobart, 2008). Thus,
the message to teachers and pupils is somewhat contradictory as summative
assessment can be perceived as requiring other types of classroom practices and
ultimately other forms of knowledge rather than those promoted by EE and AfL.
Basil Bernstein (2000) uses the concepts of performance models and competence
models to distinguish between the knowledge forms that different pedagogic
practices generate. This study is a part of a continuing professional development
(CPD) programme on EE, including 25 schools across Sweden. It took place
between 2012 and 2015 and its goal was to combine school improvement and
research. The aim was to provide a better understanding of EE, further develop
it, and encourage its adoption. The present study involves two lower secondary
schools taking part in the programme. The study uses the concepts of the
performance and competence models to elaborate on teachers and pupils
understanding of knowledge, teaching, and learning in relation to EE and AfL.
There is a lack of empirical research on EE in relation to assessment in
compulsory schools. Furthermore, in the current research on AfL, there seems to
be a lack of thorough studies using direct examples from classroom observations
(Black, 2015). Therefore, this study aims to fill this gap.
Background
In this section, we place entrepreneurial education in an international and national
(Swedish) context. The Swedish assessment system in compulsory school will be
presented, followed by the means of summative assessment and assessment for
learning. Views on entrepreneurial learning in relation to assessment will conclude
this part of the article.
Entrepreneurial education
International and national policy documents have expressed the need for EE for
a long time (European Commission, 2002; 2006; 2010; 2012; 2013; 2016; OECD,
1989; 1998; Swedish Government Office, 2009). Globalisation and marketization
are the main incentives for introducing EE from an early age. In Sweden, this is
a thread throughout the educational system (Swedish Government Office, 2009).
EE is often delineated by a narrow and a broad approach. The narrow approach
is connected to teaching and learning about how to plan, start, and run
businesses. The broad approach, most commonly called entrepreneurial
learning, is about usurping an entrepreneurial mind-set (e.g. Erkkil, 2000; Jones
& Iredale, 2010; Leffler, 2006; Lindster & Norberg, 2016; Mahieu, 2006). In
Sweden, the narrow approach is primarily a question for upper secondary
school and higher education, whereas the broad approach permeates the entire
educational system. Education should provide the conditions for pupils to
develop an entrepreneurial mind-set, as the Swedish curriculum (SNAE, 2011a,
Lgr 11) says:
Summative assessment
Summative assessment (assessment of learning) is usually described as a
summarising of learning after teaching is completed. For a number of years,
there has been an international trend towards more summative assessment for
accountability, which involves external (political, administrative) requirements
that are easily measured and provide clear results (Lundahl, Hultn, Klapp, &
Mickwitz, 2015; Stobart, 2008; Torrance, 2011;). This may cause tensions between
the kind of assessment that teachers perceive as meaningful and assessment
concerning accountability (Black, 2015; Gardner, 2010; Suurtam & Koch, 2014).
Public announcement of schools results based on students achievements in
terms of test scores and grade levels are now common and may counteract the
use of formative strategies in classroom practice (Brookhart, 2009; Natriello,
2009). Assessment methods commonly attributed to summative assessment are
standardised tests (in Swedish compulsory school: national tests) and grades.
The concept of high-stakes testing (e.g. Au, 2007) is usually used to describe
tests with major consequences for students. The national tests in Grade 9, in
lower secondary school in Swedish compulsory school, is generally perceived by
students as being high-stakes (Eklf & Nyroos, 2013). The national test scores
may have implications for final grades in Grade 9, which, in turn, give students
access to further studies in upper secondary school. National tests in Swedish
compulsory school are provided in Grades 3, 6, and 9.
Test scores and grades are often criticised for not contributing to real learning
(Stobart, 2008; Jnsson, 2013; Lundahl et al.,2015). Previous research on
summative assessment (e.g. Eklf, 2017) shows that a focus on test scores and
grades detracts from actual learning, which implies increased negative stress for
both pupils and teachers. One downside of standardised tests (Hkansson &
Sundberg, 2012) is that they limit teaching content and drive teaching to include
only what is coming on the test, a practice which is called teaching to the test
(Mehrens & Kaminski, 1989). However, summative assessments themselves do
not necessarily prohibit good teaching, rather it is how the summative results
are used. Good teaching and assessment involves assessment for learning and
assessment of learning, in interaction (Black, 2015; Olovsson, 2017; Tveit, 2014)
Theoretical Framework
This study aims to investigate what kind of knowledge is focused on in schools
and classes taking part in a CPD programme on entrepreneurial learning.
Contradictions in curriculum and syllabuses and their implications on teaching
and learning have been described above. A way to explain the different
knowledge forms that emerge is to use Bernsteins (2000) pedagogic models,
performance and competence. These in turn have an impact on what kind of
consciousness and identities are shaped among teachers and pupils. Our
identities, or our sense of who we are, is realised or brought about through what
Bernstein calls three message systems: curriculum, pedagogy and evaluation
(South African Institute for Distance Education, SAID, 2010). Curriculum
concerns what is defined as legitimate knowledge (selection), pedagogy
concerns the form or mode used for transmission (how the selection is taught),
and evaluation concerns how knowledge is tested or assessed. Evaluation, thus
assessment, is dependent on curriculum and pedagogy (SAID, 2010).
The pedagogic discourse thus is based on the specialisation of subjects, the rules
for legitimate texts are explicit, and pupils performances are graded. An
important part of teachers professionalism is to be explicit and to know the
grading procedures, and when pupils work is evaluated (assessed), the focus is
on what is missing. Accountability is facilitated by the objectivity of the
performance and thus outputs can be measured and optimised (Bernstein 2000,
p. 50). The grading system implies a potential repair service, and pupils are to
blame if they fail. Teachers essentially have control over selection, sequencing,
and pace, and the space for the pedagogic practice is clearly marked and
explicitly regulated. The modes of instruction imply disciplining regulation
where deviances are very visible and not much time is spent or needed on
personalised modes of control. In such pedagogic practice, the acquirer (pupil)
invisibly is positioned in the past. Thus, teaching is constructed on the past but it
is made visible that they learn for the future. Bernstein (2000) distinguishes
between introverted and extroverted modalities. In the case of introverted
modalities the future is the exploration of a specialised discourse itself as an
autonomous activity (p. 49) which allows for more autonomy for teachers and
learners within curriculum regulation. In the case of extroverted modalities the
future is likely to become dependent on external regulation, for example, the
economy or local markets (p.49), resulting in much less autonomy. The
performance model entails rather low costs due to the explicit structures of
transmission and of its progression (p. 50).
Methodology
Sample
Six of the schools taking part in the CPD program were lower secondary schools.
Out of these, two were chosen for data gathering due to their geographic
similarities (both situated in suburbs of major Swedish cities) and differences in
pupil demographics. Almost all the students in School 1 have a Swedish
background, and 1/3 of the students in School 2 have backgrounds other than
Swedish.
Data collection
The data collection was guided by Bernsteins (1975; 2000) theoretical
frameworks. It included classroom observations and interviews with teachers
and pupils and went on for about three weeks at each school. The aim was to
interview the teachers whose lessons were being observed. The idea was to be
able to link the interviews to what had been observed, thus the observations
were conducted first.
The interviews were semi-structured and used prepared questions that matched
the observation protocol as well as questions on assessment, particularly
formative assessment, and its relationship to entrepreneurial teaching and
learning. The questions allowed scope for open-ended answers (Hannan, 2007).
The interview guide was changed to some extent; questions were added and
reformulated based on what had been observed during the time spent at the
schools. Altogether, eight teachers were interviewed, three in School 1 and five
in School 2, and the interviews lasted for 4090 minutes. Pupils from all grades
were interviewed in both schools, resulting in 14 group interviews and one
single interview. Nine interviews were conducted in School 1, and six in School
2. Altogether, 38 pupils took part in the interviews. The interviews lasted 3050
minutes. All interviews were recorded.
Data analysis
Verbatim transcriptions were made to help the researchers remember the details
in the context and situations in which the observations and interviews took place
(Kvale, 1997). The field notes were transcribed and categorised. For purposes of
this study, we focused on observations connected to assessment. The data was
analysed by school in order to identify similarities and differences between
them. The interviews were transcribed verbatim. The material was reviewed
with the research question in mind, and general patterns, regardless of school,
were searched for (generating natural units of meaning). The next step was to
discern pupils and teachers statements about assessment practices. This meant
organising the data into feasible and adequate categories (classifying,
categorising, and ordering the units of meaning). A search for similarities and
differences in the statements identified differences within and between the
schools, allowing us to formulate new variables and recognise sub-categories
and themes. Based on the concepts of entrepreneurial teaching and learning and
assessment, a text was formed and organised, structuring narratives to describe
the interview contents. Finally, the interviews were interpreted to create
meaning, together with the field notes (Cohen et al., 2011; Watt & Boolsen, 2007).
Ethical considerations
The research was part of a CPD programme, which the participants were aware
of. Still, all respondents had to be willing to be interviewed, and the teachers had
to be willing to be observed. On the occasion of the first observation in each
class, the researcher presented the reason for being in the classroom. Before
interviewing willing learners below 15 years of age, parental consent was
obtained by having them sign a paper with information about the research. All
respondents were informed that they could choose to end the interview at any
time (Swedish Research Council, 2002). The names and locations of the schools
and the names of the participants were anonymised. Due to the small amount of
teacher interviews, they are not specifically presented after the citations in the
Results section of the article. Gender and grade is presented regarding the
pupils, as they were many more of them and the information is seen as
important for understanding their statements.
Results
At the time of data gathering, both schools were engaged in the implementation
of the national tests. This meant that a lot of time was spent preparing and
conducting the tests. The first part of the results will start by presenting a
general picture of the teaching culture in the observed classrooms. This will be
followed by a description of classroom work and assessment when the schools
are preparing for the national tests. Along with this, other observations related
to assessment will be presented. After that, the teachers discussions of teaching,
testing, formative assessment, and entrepreneurial learning will be presented.
Finally, the pupils opinions about learning, tests, and assessment will be heard.
their own solutions, and at times work in an interdisciplinary manner. Often, but
not always, the pupils seemed to be aware of what they are supposed to learn.
Although many lessons were characterised by teachers urging the pupils to
reflect and think on their own, that is, teaching was directed towards more
complex learning goals, sometimes the right answers were given directly and
the pupils were told to do things in a certain manner to get it right.
Preparations for the national tests were usually a part of the classroom lessons.
One example is that part of lesson in Social Science was devoted to discussion
and practice tests from a previous year. The teacher urged the pupils to pay
special attention to the questions that required reasoning, reflection, and
analysis and told the class that they would later look at examples of how these
questions are assessed. On one occasion, one of the pupils said that he was
nervous about the upcoming tests, and the teacher said that he was too.
In Social Science, the teacher encouraged the pupils to develop their language
and write complete sentences, to reason about advantages and disadvantages
regarding the issue they are writing about. In Home Economics, the pupils were
required to reflect on the processes they learned. In general, the teachers were
very encouraging towards the pupils. One example from the field notes is from a
Physics and Technology lesson when the teacher was facilitating a discussion
with pupils about their thought and different solutions. Following are some of
the teachers comments:
- This was really good, now you are close!
- What fun, then youve got a challenge today also!
- Lets try it this way!
2 A computer programme that enables the user to build houses and cities.
thought behind it. If it looks good in Mindcraft or not does not give high grades.
Its how you have been thinking. Regarding behavioural matters, the teachers
repeatedly urged the pupils to put away their mobile phones or prodded them
to get started on their work. However, no teacher directly connected behaviour
with assessments and grades.
School 2
On a general level, the lessons in this school followed the same pattern. They
started out with an introduction, followed by the pupils working on tasks, often
answering fixed questions from the textbooks, while the teacher walked around
the classroom helping the ones asking for help. Often the end of the lesson
seemed to come suddenly as the teachers realised time was running out. It was
very seldom that pupils seemed to be aware of why they were working with
tasks, and what they actually learned. In handicrafts, a more apparent
entrepreneurial and formative approach in teaching could be observed: The
handicraft teacher worked according to a process-driven routine where the
pupils made a plan, decided how to execute the plan, and then evaluated their
work.
During many lessons, much time was spent preparing the pupils for the
upcoming national tests. In Mathematics for example, it was common for
teachers to hand out previous tests, and to urge the pupils to work out the
problems in them. The teachers checked whether the pupils were having
difficulty with assignments and spent time explaining to them individually or
for the whole class to hear. Teachers also spent a great deal of time explaining
how the previous tests were assessed and what the pupils have to consider
when taking the upcoming tests. The field notes reveal that The teacher urges
the pupils to notice how many points the different assignments generate, as it
gives them a hint about how much they need to answer and how advanced the
question is. The same teacher also informed the pupils that showing how they
think, the process, is more important than the actual answer.
A great deal of concern about the national tests can be heard among both
teachers and pupils. One pupil asked the teacher how the test results will affect
the grades. Another pupil asked if it is a good idea, as a preparation, to read all
the textbooks from lower secondary school in the subject being tested. One
teacher expressed concerns about the lack of time for preparation and revealed
that she has lately devoted more time to the subject that will be tested than to
other subjects she is teaching. The time issue is also obvious. Teachers often tell
the pupils to hurry up and to practice as much as possible during the lessons.
Along with this, the teachers are supportive of pupils learning and positive
towards the pupils: Are you doing fine? I think you are doing sooo fine, its
going to be fun to summarise your results later on.
The teachers often referred to upcoming tests to motivate pupils to get started
and to work. If the class worked diligently and behaved well, they were
promised to be able to end the lesson a bit earlier than usual. Lesson attendance
was of utter importance and was related to grades and to behaviour.
They are incentive for some. If one can show them, now you have
developed these competences, but if you want to get better, you
can do this and this. The grades clarify their learning, they get help
and can choose to work for a better grade.
Even this teacher expressed that the national tests are something that stresses
her, but thought that more interdisciplinary projects would provide an
opportunity to assess the pupils together with colleagues.
have that time, but I can see that many need more of it. . You can
also view formative assessment as working digitally, that I give
comments on their work over the internetbut still I think that
meeting them, to sit down and talk to them is better.but that is
difficult with a whole class.
Even though this teacher saw supporting pupils during a lesson as a form of
formative assessment, he did not find the classroom situation a good
environment for this, because some pupils never ask for help. The teacher
considered different ways to achieve good formative assessment, but thought it
would be difficult to get it working.
School 2
Relations between entrepreneurial teaching, learning, and assessment
One teacher argued that entrepreneurial learning is about motivating the pupils
to learn in a safe environment, for example, that pupils would dare to talk in the
classroom. She said that many pupils question the teaching content and
therefore she intends to motivate them, to persuade them that the knowledge is
important for them to be able to improve learning. The teacher suggested that
one way to motivate pupils is to be an enthusiastic teacher; she claimed the
enthusiasm would be reproduced in the classroom. The teacher gave an example
of a situation when she talked about an issue and it later turned up as a question
on the national test. She said, Its important how you mediate things. The
pupils may think that the issue will turn up as a question on the national tests.
This teacher thought she was teaching entrepreneurially in Technology and said
that the pupils are highly motivated during those lessons. The pupils were eager
to get good grades and even stayed after the lessons to finish their work. The
teacher tried having the pupils grade their own and others work.
.
Yet another teacher admitted they have focused very much on Physics this year,
as she thought it was going to be the science subject in the national test. Her way
of working entrepreneurially has been to engage the pupils in correcting their
own tests, which she found made the pupils committed and contributed to an
interest in finding out the right answers on failed questions. She also wanted to
improve in making pedagogic plans so that the pupils understand the
knowledge requirements, the means for progressing, and the reason for learning
a certain teaching content.
I dont really like to read books and study for a test. Then I think it
feels like one just studies, studies, studies just crude study all
the time. Then you do the test, and the day after you have
forgotten it all. Sometimes it feels like you just do it because you
have to, not to learn sometimes it would be better to learn in
other ways like doing a project and a presentation or something
like that. Then, you learn more when you work together. (girl,
Grade 8)
Many pupils requested more practical work in school as they think they learn
better in that way. One boy (Grade 9) said, The pupils would learn more if
there was more practical work, (the knowledge) would settle more due to that
both the body and the brain work at the same time.
Regarding if the pupils were aware of the knowledge requirements, one pupil
(boy, Grade 8) said: Yes, we often get to take part of the knowledge
requirements. Its just that its not only those that count. Its also how one
behaves in lessons, how one hands in an assignment, how one has written the
assignment.
Many pupils felt negative stress regarding grades. This was most obvious
among 9th graders:
Overall, the amount of time required to keep up with other homework and
study for tests was experienced by pupils as stressful.
Not many pupils thought they had experienced formative assessment in the
sense of getting feedback during the semester about their learning progress.
Some said they never got feedback, and others said they experienced it on
occasion. Some pupils mention that the Science teacher has given them feedback
on their work and has pointed out what and how they can improve. The Science
teacher uses a scoring rubric, which makes the feedback clearer. Other teachers
give written feedback on tests and require pupils to save the tests in a binder.
The pupils can then review the comments before the next test to inform
themselves about what they need to improve. Yet other teachers, the pupils say,
just tell them that they should plod along but do not clarify what to do and how
to do it. He kind of doesnt say what I need to practice so I dont really know
what I should do or what I need to study, so it kind of never works (girl,
Grade 8). Even if the pupils try to get higher grades, the feedback they receive is
not seen as sufficient. Many would like to get more continuous feedback on their
performance and not only at the end of the semester when they receive grades.
Some think that the teachers do not think about their grades during the semester
but do a summative calculation only at the end.
Based on the pupils statements, it does not seem common for them to be part of
the assessment process. The only subject the pupils refer to is Swedish, where
they have given each other responses on written texts. That said, many
considered it is difficult to judge someone elses work or to be able to find
something to comment on.
School 2
In this school, some pupils prefer conventional tests rather than assignments that
require a lot of writing, thinking, and formulating long coherent texts. Even if
they are aware that this kind of studying has a negative effect on their learning,
they argue that it is easier just to read and memorise content and answer
questions in a test than to elaborate on an issue in a broader sense. They study
for the test and then forget everything, especially if they feel the subject is
uninteresting:
I think some tests, when you are not interested then you just
study sentences and wordsthen when there is a question then I
can answer it exactly, but at the same time I dont understand what
it is about, but I write exactly as it should be but I myself I
dont understand it and the day after the test I know nothing
about it I have just learned the words. (girl, Grade 9)
The interviews revealed that pupils occasionally are aware of the knowledge
requirements, as some of the teachers have shown them to the pupils. However,
the requirements generally seem to be rather unclear to the pupils.
The pupils were not only worried about the national tests, they also had other
tests at the same time. Some of the pupils were aware that the purpose of the
national tests is to identify their subject knowledge, and that they are not meant
that to study a lot in beforehand. But they still study and seem to feel very
frustrated:
Ive heard the test will be about History there is endless much
history and I think it is meaningless to study think I wont have
time to learn everything! So I just choose a little its hard to
know what the test will be about. (girl, Grade 9)
The pupils were also asked if they were informed about how they were
performing and how to proceed to improve their grades. The most common
answer was that they get feedback from the teachers at the end of each semester,
when the grades were already set. Other than that, they also get feedback at the
individual evaluation talk (together with parents) every semester. Some pupils
said that it also is ones own responsibility to ask the teacher about feedback.
Some pupils experienced oral and written feedback on tests and other
schoolwork, but the most common feedback regarding grades was given in bad
situations. One girl, for example, was upset because the teacher contacted her
mother instead of talking to her when she was about to fail in a subject. The
interviews also revealed situations where teachers used grades to correct what
Practice
The observations revealed that the overall pedagogic model in both schools can
be linked to what Bernstein (2000) calls the performance model. The pedagogic
practices are characterised by isolation between the different subjects, thus
strong classification, even though the framing within the subjects differs to some
degree between the schools. In School 1, the teachers in the observed lessons can
be said to have a more profound understanding and interpretation of EE
(Backstrm-Widjeskog, 2010), and as a result, elements of the competence model
can be found. This is illustrated in that pupils have more room for creativity,
regulate their time and pace to a higher extent, cooperate and communicate, and
thus experience more self-regulatory elements (Bernstein, 2003).
Common in both schools were the preparations that were undertaken before the
national tests in connection with everyday teaching. David (2011) discussed the
narrowing of the curriculum, which means that the subjects or the content
included in tests has a more prominent role in regular everyday teaching than
other subjects or content. This is also something that is apparent in both schools.
The teachers, in different ways, expressed that the national tests control teaching
content, which implies a teaching to the test practice (Mehrens & Kaminski,
1989). This in turn entails a risk that scores and grades, instead of learning,
become the main focus (Eklf, 2017). In School 2, references to grades are not
seldom used in connection with pupils behaviour. It can be argued that grades
and tests to a certain extent control both teaching content and pupils behaviour
(Bernstein, 1971; Stobart, 2008). In the same school, grades and national tests are
used as tools to motivate pupils to work harder, and if they do so, they may quit
the lesson earlier, which can be seen as corresponding badly with the means of
entrepreneurial learning. When assessment is described in literature about
entrepreneurial learning, it is linked to AfL (Josefsson & Josefsson, 2009; Falk-
Lundqvist, Hallberg, Leffler, & Svedberg, 2011). Thus, formative or
entrepreneurial assessment can be especially found in the feedback to pupils
in School 1. Other than that, such assessment often takes the form of general
praise and is non-specific in relation to the progress of learning (c.f. Gamlem &
Smith, 2013). More examples of AfL are found in School 1, even if they mainly
seem to be used to meet summative requirements, and tests and grading criteria
control the formative activities in everyday teaching (Torrance, 2007).
In conclusion, summative requirements point out the direction for teaching and
assessment in the classrooms that were studied (c.f. Stobart, 2008). The
observations indicate that the teaching is to some extent directed towards
complex goals/knowledge requirements and that parts of entrepreneurial
learning (e.g. the ability of analysing and reasoning) are present, even if some
Teachers expressions
In School 1, it is obvious that teachers struggle to find a balance between the
curriculum merge of the performance and competence model (Bernstein, 2000).
The introduction of EE has exposed teachers to the contradiction between the
two models and induced worries about how to ensure that pupils meet the
knowledge requirements yet are given the opportunity to work
entrepreneurially. The performance model requires teachers to be explicit and
objective when grading pupils abilities, which is more feasible in a practice
characterised by strong classification and framing, thus a curriculum following a
collection code (Bernstein, 1975; 2000). However, the prerequisites for EE include
weak classification and framing, i.e. a competence model according to an
integrated code. Yet, this entails individual-assessment communication about
intentions, dispositions, and relations based on pupils own reflexivity
(Bernstein, 2000). One of the teachers has solved the problem by introducing
score rubrics, which she views as enabling her to be specific and clear with
pupils and herself regarding grades and at the same time allowing for what is
labelled entrepreneurial teaching and learning (SNAE, 2011a). However, the use
of score rubrics has occasionally been met with criticism, namely that it evokes
surface learning, leads to a more passive role for pupils, and entails a type of
AfL that can be seen as more teacher-centred (Jnsson, Holmgren & Lundahl,
2014). Stobart (2008) argues that there is a risk that AfL will be reduced to an
instrument operated by high-stakes accountability, simply offering preparation
for summative assessment. The dominance of external accountability pressures
implies that there is a risk that the letter rather than the spirit of AfL merges into
the accountability systems, and that AfL only becomes a means for achieving
accountability requirements (Black, 2015; Stobart, 2008). Most teachers in School
2 are not as concerned, for they link EE to assessment by letting the pupils form
part of the assessment process through correcting their own and/or their
classmates tests. In this school, it is also clear that not only the pupils
knowledge concerning the knowledge requirements are assessed. Skills such as
creativity, responsibility for ones own work, and aspects such as concentration,
behaviour, and diligence, form the basis for assessment (cf. Klapp, 2015). This is
in line with the performance model where the mode of instruction implies
disciplinary regulation (Bernstein, 2000).
Pupils expressions
Pupils in both schools talk about the lack of real and deep learning when
studying for tests; they prepare by crude studying, or even memorising, before a
test and then forgetting everything after. The testing culture which they are
experiencing can clearly be connected to the performance model (Bernstein,
2000). Even if national tests include questions aimed at abilities required by the
competence model, such as analysing, reflecting, and evaluating, many pupils
seem to perceive them as high-stakes (Eklf & Nyroos, 2013) and prepare them
in accordance with a performance model. Thus, The shadow of high-stakes
summative assessments operates as an obstacle through students as well as
directly for teachers (Black, 2015, p. 174). The pupils in School 1 seek more
projects and practical work as well as other methods for showing their
knowledge achievement. Such requests were not as common in School 2, where
some pupils preferred conventional tests requiring only short answers easily
identified as right or wrong. A possible explanation may be the lack of
experience with pedagogic modes connected to entrepreneurial learning or
learning in accordance with an integrated code, more of a competence model,
which the pupils in School 1, to some extent, have experienced (Bernstein, 2000;
Diehl, 2016b). The predominance of the performance model and its implications
as a repair service is revealed in School 2 in a pupils expression of
disappointment with the teacher, who contacted the pupils mother instead of
the pupil regarding the potential failure in a subject.
The empirical material does not provide information about how the
development of the complex competences and abilities are presented to the
pupils, but, at least in School 2, the pupils argue that their awareness of the
knowledge requirements is inadequate. This gives reason to suppose that
discussions about different qualities on reasoning and analysing do not occur to
any significant degree (c.f. Gyllander Thorkildsen & Erickson, 2016). Pupils
think that their involvement in the assessment process can be increased, even if
pupils in School 2 already have some relevant experience. More feedback from
the teachers regarding pupils progress in different subjects is asked for, as it is
seen as developing learning (e.g. Hattie & Timperley, 2007; Wiliam, 2011). More
detailed reflection of pupils awareness of the knowledge requirements and
what is assessed is found in pupils in School 1; these pupils find the information
rather clear in some subjects, though not in all subjects. For the pupils in School
2, it is more common not to be aware of the knowledge requirements. In relation
to the two knowledge forms (performance and competence) described by
Bernstein (2000), it can be concluded that School 1, to a greater extent than
School 2, merges the performance and the competence models. School 2 can be
said to work based on the performance model in all subjects except for
Handicraft. Hence, when it comes to the pupils awareness of the knowledge
requirements, they seem to be implicit and diffuse (as in the competence model)
in both schools. Yet, this may depend on how pupils view criteria. In School 1,
the pupils seem to know what to do to achieve the knowledge requirements but
not why, whereas the pupils in School 2 more often have a diffuse sense of why
but do not know, and can, on occasion, feel uncertain about how to meet the
knowledge requirements.
Conclusion
With a few exceptions, either teaching or learning in the two schools seems
largely aligned with whether AfL or EE. Teaching usually takes place within
specific subjects and is based on the knowledge requirements, most likely to ease
and facilitate assessment (Wahlstrm & Sundberg, 2015). Thus, there are clear
indications that the summative assessment is central to both schools, as
demonstrated by both observations and interviews with teachers and pupils.
Summative assessment can be linked to the knowledge form represented by the
performance model (Bernstein, 2000). This model is, in turn, associated with a
The question of teacher autonomy in relation to national tests was raised during
the teacher interviews. The introduction of EE in educational policy and
curricula is intimately linked, nationally and internationally, to neoliberalism
and marketisation: Pupils are to be prepared for the demands of the global
labour market (e.g. European Commission, 2010; 2013; 2016; Government Office
of Sweden, 2009; OECD, 1998; SNAE, 2015). This, on one hand, implies a need
for pupils bound for the labour market to leave school with an amount of
complex skills, abilities, and competences that are advocated by EE and
supported by AfL. On the other hand, neoliberalism and marketisation underlie
competition and survival of the fittest, which may explain the increased focus
on measurement, performance, and accountability. Thus, it reflects the means of
summative assessment. Bernstein argues that Accountability is facilitated by
the objectivity of the performance and thus outputs can be measured and
optimised (Bernstein 2000, p. 50). Among the educational research society,
there is significant concern about what comes in the wake of the ideological shift
and its focus on performance assessment, measurement, quality assurance
(Apple, 2009; Englund, Forsberg & Sundberg, 2012; Lidman, 2011, Ozga, Dahler-
Larsen, Segerholm & Simola, 2011; Ozga, 2017), tests, and test results (Ball 2003;
Lindgren, Hult, Segerholm & Rnnberg, 2012; Lindgren, 2012 Power, 1999). For
example, there are concerns about the focus on teachers abilities in eliciting
certain outcomes replaces a discussion about the desirability (or lack thereof) of
the outcomes themselves (Biesta, 2009). In Bernsteinian (2003) terms, this
development would be connected to extroverted modalities within the
performance model, which result in less autonomy for teachers, instead of
external regulation such as economy and local market regulation of their work.
As such, this means that entrepreneurial teaching and learning, as well as the
means of AfL, includes an inherent policy and curriculum contradiction, for they
strive to foment real and deep learning in an aim to educate and develop
autonomous, confident, analytic, and reflexive citizens. Thus, it seems that the
letter rather than the spirit of AfL (Marshall & Drummond, 2006; Stobart, 2008) is
at use. This reasoning can be linked to Bernsteins (Bernstein, 1990) theory of
sacred and profane knowledge forms. The sacred can be seen as the spirit and
connected to bildung and thus to know-why knowledge, and the profane as
the letter, thus more practical know-how knowledge. In educational
practice, for teachers and pupils, the fusion of the performance and competence
models is quite a challenge!
Acknowledgements
This study is a part of a PhD project financed by the Swedish independent
research institution Innovation, Research, and Development in Schools (IFOUS)
and the Ume School of Education, Ume University, Sweden.
References
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strategies, curricula and learning outcomes. Brussels: Eurydice.
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Snejina Sonina
University of Toronto Scarborough
Toronto, Canada
Introduction
Year after year, teachers and students face the same situation: as the end of the
term nears, inevitably bringing with it final exams, there comes a need to review
the entire terms material in one or two hours. Review sessions, meant to help a
nervous and busy student population in its preparations, turn into proto exams
that sometimes bore, never manage to address all questions and concerns, and
most often only heighten students anxiety. To counter this situation, I have
throughout the past fifteen years developed review sessions based on game
models to engage my students and help them repeat term lessons with a
lighthearted but effective touch.
Having noticed that games and game-like approaches are used rather
minimally in university teaching practices, I turned to the didactic literature
available on the subject in our Ontario Institute for Studies in Education (OISE).
Despite scarce sources on the matter, those few authors who do examine play
activities provide ample confirmation of the effectiveness of games not only
for teaching language or for instructing young people but for teaching in general
(though they do utter some words of caution too). So before introducing and
offering up my own game for reader review, let me provide a brief overview of
recent research on the didactic value of games in the following paragraphs.
I was pleased to see that contemporary teachers and researchers still
refer to Johan Huizinga and his Homo Ludens: The Playing Man or Man the Player,
a work that influenced my own approach to education years ago. Justin
Hodgson (2013, 46) uses Huizingas arguments to justify his design of a whole
course based on a video game, while Robert J. Blake (2013, 16364) insists on the
importance of gaming environments for learning when he follows Huizingas
argument that the deep-seated imperative to play is embedded in our human
nature. Since Huizinga outlined the crucial importance of game-like activities for
humans from ancient civilizations to modern-day cultures, I have always
considered playing an appropriate activity for the university classroom.
Nonetheless, I still relegated it to a secondary role even in language-practice
courses. This approach seems to reflect the general situation in our didactics:
most authors writing about play activities deal either with younger learners or
concentrate on computer games and computer-assisted language learning
(CALL) as a supplement to a wider-ranging education. The researchers all agree
that the games add to the pleasure of and motivation for learning. The authors
of one of the most recent volumes dedicated to engaging activities in school
language classes offer many variations of word games and brand-game formats
as a motivating way to contextualize language learning based on their
association with fun, relaxation, and pleasure (Watts and Phillips, 2014).
These same reasons fun and motivation are often put forth in
favour of educational video games. In this domain, James Paul Gees book What
Video Games Have to Teach Us about Learning and Literacy, which proffers thirty-six
learning principles used in digital games that, according to Gee, should exist in
any good learning environment, became as influential as Huizingas Homo
Ludens. Although Gees tome deals mainly with concepts specific to digital
games, such as role models, false identities, or command obedience, all
researchers promoting game use in teaching point to one characteristic of games
that Gee deems to be of paramount importance: A game is always engaging,
and thus it can engage in situated and embodied learning,1 therefore
transform[ing] language learning experiences2 and contributing to deep,
sustained, and transferable learning.3
It should not be left unsaid that a few voices do warn against too much
play. For example, Jackson, Dempsey, and McNamara question the balance
between the efforts necessary for mastering game skills and the learning
outcomes,4 while Robert J. Blake urges educators implementing games into the
discuss the format of the exam, to give samples of questions, to offer strategies
for dealing with them, and to remind students of possible mistakes or traps. It is
difficult to fit all this into a one-hour class, especially at the very end of the
semester, when we cannot count on students to practise on exams from previous
years or to formulate pertinent questions based on their studiesmost of them
are too busy with end-of-term tests and assignments.
The task of providing useful strategies for exam preparation is not an
easy one either: all the shoulds and musts we feel we should offer (as in
you should cope with limited time, you must decide how many hours you need
to study, you should never give up, etc.9) clearly only add to students anxiety
and, given in the form of a list, do nothing but overwhelm. Even if phrased as
friendly advice or personal experience, these warnings act mainly on the surface
of the mind and do not sink deeper without guided experience: students simply
do not know how to fill these abstract recommendations with content. When,
after a few conventional review classes, I recognized the difficulty of this task if I
truly wanted to contribute to student success, I decided that a practical activity
with some positive emotional value would be a logical solution for the problem.
2. Review as a game
One possible way to provide real-life experience of time management, which can
be an issue for students both during the exam and in preparation, is to create a
kind of competition. To further create a positive atmosphere and increase
students motivation in a competition, treats like chocolates offer themselves as a
simple but useful solution. So when my conventional review sessions failed to
produce the desired results, I began trying out a few different review games
from a simple question lottery to a team competitionall encouraged with
various Belgian chocolates, which the class infallibly welcomed with a loud
Wow!
Yet these initial activities did not work for all students: the games did not
address well either the quantity of the material or the students varying levels of
proficiency in French. Most often, while the best students would answer and
win chocolates for themselves or their teams, the rest of the class could not
follow. I could see it in their eyes but could not afford to dwell longer on each
question. So while these games definitely added some fun to the reviews, they
worked mainly for those who would get good marks anyway, leaving the
students most in need of review with even more anxiety and despondency,
expressed in sighs and desperate looks.
A few years ago I finally developed a format for a final-review game that
truly works for everybody. The format closely resembles that of Who Wants to Be
a Millionaire?, whose French title, Qui veut gagner des millions?, can be easily
transformed into Qui veut gagner des chocolats?.
Just like the well-known television game, the review game requires a
main player, who must answer a series of questions, and an audience, from
which the player is selected and which watches the answer progress closely and
9Cf. James L. Clare and G. D. Morison, Hints on Study and Exam Techniques,
http://www.casact.org/admissions/syllabus/2016-new/index.cfm?fa=hints, December 07, 2016.
10The text translates as follows: The rules of the game: 1. Write your answers to the
fastest-finger question on your yellow paper 2. Raise you hand AFTER having
written them 3. If you are the first, youll need to answer four questions 4. If you
answer two questions correctly, youll get a small chocolate 5. If you answer all four
questions correctly, youll get a big chocolate 6. You can ask the class to help you. NB:
I will not translate question samples: they do not work for English.
Le r
rglement du jeu : 4. Si vous r
rpondez bien deux
questions, vous gagnerez un petit
1. crivez vos r
rponses la question chocolat.
qui est le premier (= fastest-
fastest-finger)
finger)
sur votre papier jaune. 5. Si vous r
rpondez toutes les
questions, vous gagnerez un grand
chocolat.
2. Levez la main APR
APRS les avoir crites.
4. Examples of questions
The game questions provide the means to discuss the format of the exam and to
review the material. There are two main types of questions: fastest-finger
questions, used to choose the main player for each round, and actual game
questions (most often concerning grammar), answered by the main player or by
the class as a lifeline.
In terms of preparation for the final exam, fastest-finger questions serve
to review vocabulary learned during the semester. In a language course they can
be of two main types: for verbs, reorganizing actions in a logical order and, for
nouns, adjectives, and adverbs, rearranging a list of given words according to
their meaningsize, value, position, or the like, starting from the biggest, the
cheapest, the lowest, etc. Here are two examples, one for each type, for a game in
a first-level French course (FREA01).
Rarrangez ces actions selon leur ordre logique!
a) se laver
b) sen aller
c) se rveiller
d) se lever12
Rarrangez ces adverbes de quantit selon la quantit exprime en
commenant par la plus petite!
a) beaucoup
b) peu
c) trop
d) assez 13
When the students are writing their answers to the fastest-finger question, I
usually wait until I see at least three hands, remember in what order they rose,
and then collect the pieces of paper with answers from the three fastest students.
This is necessary in case the first and the second students get it wrong. In the
rare case that all three answers are incorrect, I offer a collective game to the class
and make students vote for each question, that is, raise their hands in support of
the answer they deem correct. In such a case, I distribute the small chocolates
after this round, rather than at the end of class, as they represent a reward for
everybodys participation.
The grammar questions are used as a tool to discuss the way in which
questions on the final exam will be phrased, to review the main grammar points,
and to warn about possible traps. Once the main player has been chosen, I
explain the grammar task and the part of the exam to which it corresponds. For
example, in the round for the review of pronouns, the player will be managing
12 The text translates as follows: Rearrange these actions according to their logical order!
a) get up; b) go out; c) wake up; d) get washed/take a shower
13 The text translates as follows: Rearrange these adverbs of quantity according to the
quantities that they represent starting from the smallest! a) much/many; b) little/few; c)
too much/many; d) enough
two types of tasks that correspond to the parts D and E of the final exam. First, I
show and read the task in the exact wording of the exam:
D. Les pronoms personnels. Remplacez les mots souligns par y ,
en ou un pronom personnel. Mettez le pronom la place approprie.
Faites tous les changements ou les accords ncessaires.14 (10 points)
Then I display the first question with multiple-choice answers:
1. Est-ce que le singe a bouff les bananes?15
A) Il les a bouffs
B) Il en a bouff
C) Il les a bouffes
Once the answer is given by the main player, I ask the class why the two other
answers are incorrect and remind them of the dangers of forgetting about
agreement (A and C) or not paying attention to the article (B and C). Then comes
the second question:
2. Est-ce que je parle mon chat de mes problmes?16
A) Jen parle
B) Je lui parle des miens
C) Je lui en parle
Once the correct answer is given, the class is again invited to explain why in this
case the answer A is insufficient and B does not fit this exercise.
After the last question that corresponds to one of the exam exercises, I
ask whether students have any particular difficulties with this material. I usually
look at the students who did not fare well on grammar tests and invite questions
from them; then, depending on the feedback, I briefly review the most difficult
points or the general guidelines. For example, in this instance, I could go back to
the previous question or to the formulation of the task to remind students that
direct object pronouns are identical to definite articles; that indirect pronouns
are lui and leur; that en is used to replace nouns with the preposition de, the
indefinite article, and quantities; and that y stands for places and objects with the
preposition . After that, we continue with the next task, phrased exactly as on
the future exam:
E. Les autres pronoms. Remplissez les blancs. Utilisez les pronoms
possessifs, dmonstratifs, interrogatifs. 17(10 points)
Then follow the question and its possible answers:
3. Je ne prends pas dautres mdicaments que ________ quon ma
prescrits.18
14 The text translates as follows: D. Personal pronouns. Replace the underlined words
by y, en or a personal pronoun. Put the pronoun into a proper place. Make all
necessary changes and agreements.
15 The question translates as follows: Did the monkey devour the bananas? the
The correct answer translates as follows: I do not take any other pills than those that
18
was prescribed
A) ce
B) ceux-ci
C) ceux
This, too, is followed by an in-class discussion and a warning about the possible
confusion of ce and ceux (A and C) and a brief reminder about the use of ci and
l (B) with demonstratives. Finally comes the last question for this player:
4. Est-ce que cest ta valise?
Oui, cest ____________.19
A) celle-l
B) quelle
C) la mienne
Once the main player gets the chocolate prize and applause, I go back to the
original task phrase and talk with the class about particular difficulties they
might have with these pronouns. If there are no burning questions, I will simply
remind them of the agreement of gender and number with those of the
antecedent using question 4 and replacing ta valise with ton sac and tes affaires.
At the end I always remind my students that despite the multiple-choice
format of the review game, the final exam does not offer various answer options,
and that I am offering these choices here only to explain common errors, often
using incorrect answers from students in previous years.
20The pictures below illustrate various techniques for displaying answers and other
useful information, the translation of the French text, which contains mostly examples
understandable for an English speaker, is therefore unnecessary.
21In terms used by Sophie Dufour and Chantal Parpette in their article on the use of
PowerPoint presentations in university courses (2014, 25), the slide itself represents the
object of the explanations while the call-outs correspond to the extracts of the
explanations themselves. I believe that such use of the call-outs solves the problem
pointed out by Dufour and Parpette because they do not distract students attention
from oral explanations, as slides filled with longer explanatory extracts would do (2014,
28), but on the contrary draw the attention to the main points.
In the fastest-finger questions, the screen may not only display the correct order
of the words but also some images that augment the visual salience22 of the
material and thus reinforce the memorising of vocabulary. The pictures below
show the same slide on which the answers appear in the correct order and with
illustrations, right after the main player is selected.
Qui est le premier? Qui est le premier?
Rarrangez
arrangez ces animaux selon leur Rarrangez
arrangez ces animaux selon leur
taille en commen
commenant par le plus taille en commen
commenant par le plus
petit!
petit! petit!
petit!
a) une vache a) une vache
b) un lapin b) un lapin
c) un cochon c) un cochon
b c a
18 19
In actual game questions, several explanations can be added to the answers; they
can explain the quantity of points lost or gained or even provide brief definitions
of complex concepts, as in the following slides taken from a course on
commercial French (FREB18):
23 20
If the explanations are too bulky to fit the 6 x 6 PowerPoint rule,23 one can use
another slide to illustrate the point. I usually indicate the correct answer with a
smiley and change the background colour for the explanatory slide to show that
it is not part of the game:
23A well-designed and readable slide contains no more than six lines, with no more than
six words in each line.
24 For example, the pronouns celle/quelle/mienne, offered as answers for the fourth
question in 4, give examples of all types of pronouns
demonstrative/interrogative/possessiverequired for the reviewed exercise; the lexical
items in the slide above offer the whole range of synonyms for the term discount.
7. Conclusion
The described game certainly offers a solution to the review challenges outlined
in 1. It allows the discussion of all main grammar points in the very format of
the future exam and shows many possible traps in practice. Thus the game
solves the problem of an enormous quantity of material through the careful
choice of questions and answers, which include typical errors from previous
years. Moreover, this type of review allows including game activities into
university courses, which usually do not have any room for such activities
because of a tight schedule. I believe that the time deficit is the main reason for
the lack of attention to ludolinguistics in the higher education: for example, the
most recent volumes regrouping publications concerning didactics in higher
education contain only a few articles on game-like activities25 and even though
there are many publications that prompt innovative teaching and approaches
to student learning26, very few of them suggest games, and even fewer
professors ever have a chance to try games in the classroom27.
However, my review game has always been time efficient. Since each
student tries to choose the right answer while the main player is taking the time
to decide, all students become more aware of grammatical dangers after seeing
themselves falling into well-designed traps during the game. The game also
helps students maintain their highest level of attention during the review, not
only because it offers a diversity of activities but also because everybody can
keep up with the tempo thanks to natural pauses and well-displayed
information.
The game also solves the problem of typical exam anxiety by creating a
positive atmosphere of mild competition, by offering challenging questions that
provoke a desire to try and succeed, and by offering a sweet reward for
participation. It also offers an encouragement for everybody when the chocolates
are distributed at the end. It is a great pleasure to see the students positively
reacting in classYes!, I knew it!, Bien sr!and leaving class inspired
and willing to try the game again at home. The data from surveys that I conduct
during the final test in the commercial French course confirm the effectiveness of
the review game: no one has ever answered no to the question whether the
final game helped remember the material on the test.
From this point of view, the value of a well-prepared PowerPoint
presentation is priceless. Of course, it also contributes to the smooth flow of the
game and to better timing, as well as to the quantity and quality of the reviewed
material. Most of all, however, it helps by encouraging every student to revisit
the game posted on the course website. My parting words usually are: See, if
you review only one round a day, and one round takes only five minutesnest-
ce pas?and then spend a little more time to review the corresponding
25The collection of articles on Emerging Issues in Smart Learning has only two articles on
game-based learning activities one describing their benefits for listening and speaking,
the other for working memory capacity. The Proceedings of the 11th European
Conference on Technology Enhanced Learning in Lyon (Adaptive and Adaptable Learning,
2016) contain only three presentations dealing with games but only one of them deals
with the game activities in the classroom, while two other treat game-based exercises.
26Deborah Cartmell and Imelda Whelehan A Short History of Adaptation Studies in the
Classroom in Teaching Adaptations (edited by Deborah Cartmell) New York : Palgrave
Macmillan, 2014, 10.
27Most of the articles in the Emerging technologies for the classroom: a learning sciences
perspective (2013) actually describe educational games in virtual worlds and not in the
classroom.
grammar in the textbook, youll do great! Oui, a va! Merci! Cest promis!,
comes the answer.
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