Now showing 1 - 10 of 11
  • Publication
    Restricted
    Effects of a cognitive modifiability intervention on cognitive abilities, attitudes and academic performance of polytechnic students
    In the light global trends of change and the need to adapt, the expansion of polytechnic education, the call for more creative human resource and the national agenda for education in Singapore the development of a cognitive intervention programme was rationalized and conceived.

    The purpose of this study was to examine the effects of a Cognitive Modifiability Intervention (CMI on cognitive abilities, attitudes and academic performance of polytechnic students in Singapore.

    The CMI has its theoretical underpinnings in Feuerstein's Theory of Structural Cognitive Modifiability (SCM). The CMI curriculum was designed based on a applied model of the theory of SCM that encapsulates the following key areas:

    i. belief system and effective-motivational processes,
    ii. imediated learning experience,
    iii. cognitive functions,
    iv. instruments for intervention and
    v. bridging for transfer of learning

    The broader overarching aims of CMI are

    i. to enhance student's capacity to learn how to learn,
    ii. to enhance problem solving abilities, and
    iii. to enhance students capacity to adapt and confront change.

    The CMI consisted of lessons under four major clusters of cognitive domains, namely, the Affective-Motivation Domain (ADM), the System-Strategic Thinking (SST) cluster, the Analytical-Inferential Thinking (AIT) cluster and the divergent-Creative Thinking (DICT) cluster. The CMI address these cognition domains through an active modification approach. The programme consisted of 30 weekly lessons spread over an academic year.

    The research sample comprised 158 first-year polytechnic students A 2 x 2 x 2 factorial pretest-postest design with matched experimental and control groups was used . The three factors were treatment (experimental versus control), entry ability levels (high or low) and course grouping (Engineering or Applied Science). Cognitive abilities were measured by the Cognitive Abilities Tests which included measures of verbal quantitative and nonverbal abilities. Attitudes were measured by the Learning and Study Strategies Inventory (LASSI) which included measures of anxiety, time management , attitude towards school, concentration, motivation, information processing and test strategies.

    The hypotheses that CMI could produce significant changes in cognitive abilities and attitudes were supported in this study. The major findings in the main research are as follows.

    1. CMI has significant effects on the cognitive abilities of polytechnic students. Engineering students tended to show slightly better effects in terms of overall cognitive abilities compared to Applied Science students
    2. CMI has significant effects on the quantitative abilities of polytechnic students.
    3. CMI has significant effects on the verbal abilities of polytechnic students with high abilities.
    4. CMI has significant effects on nonverbal abilities . In particular, Engineering students tended to produce higher gain compared to Applied Science students.
    5. CMI has significant effects on time management, attitude towards school, and information processing of polytechnic students.
    6. CMI has significant effects on concentration and motivation for Applied Science students.
    7. CMI effects on academic performance are tenuous

    Additionally, six case vignettes of CMI students were presented. profile mappings of the prototypical cases of students who experienced changes reflect structural modifications in cognition and affective-motivational domains . These were supported by evidence of pervasiveness, autonomous transfer of learning and durability.

    The conclusions point to the generalizability of CMI for the cognitive education of polytechnic students. The potential of CMI for developing quantitative abilities and creativity is highlighted. Further research pertaining to the extension of SCM to various education programmes, teacher training and in-depth qualitative investigations of SCM are suggested.
      250  26
  • Publication
    Open Access
    A Singapore perspective on teacher education: The old man, the mountain, and the child
    (2012-04)
    Teacher development in Singapore is unique from the continuum approach from initial teacher education to life-long professional development where goal congruence and pragmatic policies and practices amongst university, schools and the Ministry of Education help steer the teaching profession towards high standards and commitment. Teaching is a calling and effective teachers have a unity of purpose in their personal aspirations, beliefs, interests and competencies with a view of impacting the next generation and a system of evaluation and accountability builds on (a) Learner-centred values, (b) Teacher identity values (c) The values of service to the profession and community. The challenges of diverse societal expectations, impact of rapid educational transformations and balancing accountability measures and autonomous professional trust will also be addressed. The Old Man represents the wisdom of traditions. In the case of Singapore the traditions are the fundamentals. In the case of teach education at the National Institute of Education, the fundaments include thing like teaching as calling, good content knowledge, the teacher symbol, values-based ideals, the university-based professional, apprenticeship model. The Mountain represents looking up and beyond, which means vision and viewing the big picture and long haul approach rather than politicised or quick fixes. The mountain reminds us of mould the teacher to mould the child for the future. Vision calls for the partnership of MOE, schools, NIE and the community. It calls for visionary professional building. Finally the idea of the Child is that it takes a village to prepare a child because teacher education is about the learner. It is preparing the teacher to care of even the most diverse and weakest child.
      283  1087
  • Publication
    Open Access
    A motivational analysis of project work in Singapore using self-determination theory
    (Time Taylor International, 2011) ; ; ; ;
    Ee, Jessie
    Our students today face a knowledge-based economy, which requires the ability to learn independently, to be innovative in using and synthesizing knowledge, and to adapt fast to the changing world. Project Work (PW) is introduced as one of the instructional models for a more student-centered approach of learning in Singapore. The purpose of this study was to examine the impact of project work (PW) and study the motivational processes of PW using a self-determination theory (SDT) framework. A total of 435 students from Normal Academic stream (NA) and Normal Technical stream (NT) were recruited from four secondary schools in Singapore. Students‟ perceptions of the values of PW, basic psychological needs, relative autonomy, enjoyment, and grades were measured across three time points. Results showed that students valued the PW experience. However, their enjoyment, needs, and relative autonomy decreased significantly in the 10 to 12 weeks of PW experience. Multiple regression analyses revealed that post-PW enjoyment negatively predicted PW grades, while psychological needs, relative autonomy and pre-PW enjoyment positively predicted post-PW enjoyment. After 6-month PW, post-PW enjoyment emerged as a stronger predictor than grades in predicting the perceived skills learned from PW. The study applies self-determination theory to the PW context and highlights the importance of facilitating the three psychological needs in the PW context to enhance students‟ motivation and achievement in PW.
      769  1426
  • Publication
    Open Access
    Problem-based learning and mediated learning experience
    The purpose of this study is to investigate the extent to which Mediated Learning Experience (MLE) is present in Problem-Based Learning (PBL) within a secondary school curriculum. The study explores: (i) The presence of MLE parameters in the various stages of the PBL cycle as practiced in the school under study and (ii) The students’ perception of the presence of MLE parameters in the abovementioned PBL environment. The study involved data collection from three instruments, namely the PBL vs MLE Matrix, Intensity Chart and Case Vignette. The findings of this study suggest the strong presence of the following parameters: Intentionality and Reciprocity (IR), Meaning (ME), Transcendence (T) and Feeling of Competence (FC). In addition, the instruments registered the moderate presence of these parameters, Interdependency and Sharing (IS), Individual Uniqueness and Esteem (IU), Search for Optimistic Alternatives (OA) and Challenge of Novelty and Complexity (NC). These findings highlight the important fact that different parameters are present in varying degrees throughout the PBL cycle. Different activities carried out during the different stages necessitated and brought forth mediation of different MLE parameters. The insights acquired from this study indicate possible refinements to current PBL practices, so as to make it a viable instructional method for education in the 21st century.
      287  440
  • Publication
    Open Access
    Project work and life skills: Psychometric properties of the life effectiveness questionnaire for project work
    (Hong Kong Educational Research Association, 2008) ;
    Neill, James T.
    ;
    ; ; ;
    Ee, Jessie
    The present study examined the psychometric properties of the Life Effectiveness Questionnaire - Version H (LEQ-H), an instrument for the assessment of life skills in project work (PW) context with Singaporean students. Specifically, we examined the internal consistency, as well as discriminant and convergent validity of the subscales in LEQ-H. Second, I've tested the proposed measurement model against four other alternative models and confirmed with a second sample. In addition, I've examined the invariance of the measurement tool across gender. A total of 1,264 secondary school students were recruited from nine typical government funded co-educational secondary schools in Singapore. All the subscales had adequate internal consistency but two subscales lacked convergent validity. Five competing models were compared using confirmatory factor analyses. The results provide evidence of a seven first-order measurement model of the LEQ-H. Multi-group analysis demonstrated invariance of the factor forms, factor loadings, factor variances, and factor covariances, error variances and disturbances across gender. In summa!)', the findings affirm that the LEQ-H, with the seven first-order measurement model, can be an appropriate measurement tool to assess the effects of PW on students' life skills such as time management, social competence, achievement motivation, task leadership, emotional control, active initiative and self-confidence.
      773  956
  • Publication
    Open Access
    Cognitive revolution and the knowledge-based society: Educational implications
    (2000-09)
    The advent of the knowledge-based economy calls for new paradigms in education. There has increasingly been a search for educational methodologies that emphasise areas such as real world challenges, higher-order thinking skills, multi-disciplinary learning, independent learning and entrepreneurship. According to Feuerstein these challenges relate primarily to the ability to adapt and confront change. How can educational psychology and cognitive theories contribute to these endeavours?
      146  204
  • Publication
    Open Access
    Students’ discourse and motivation in project work
    This study, undertaken in Singapore, investigates aspects of students' motivation in undertaking Project Work (PW), and explores the link between motivation and the quality of students' discourse during group discussions. It uses a Self-Determination framework to answer questions on students' perceived satisfaction ofbasic psychological needs, motivation and performance outcomes. Analysis of students' discourse during PW helped to substantiate survey findings, which showed that the participating students perceived satisfaction in the need for competence and relatedness, but less in autonomy support. Furthermore, many students were extrinsically motivated in PW, appreciating its value but not necessarily finding enjoyment in the process. Students' talk during PW group discussions tended to be of the practical (problem-solving) mode and cumulative (collaborative, non-critical) type. The findings suggest that, in order to enhance motivation and task engagement, students should be encouraged to share knowledge explicitly and to make their thinking visible through discourse.
      414  215