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Tan, Oon Seng
The application of Problem-Based Learning (PBL) in counselling: Some findings of a pilot study
2006-05, Tan, Oon Seng, Lui, Elena Hah Wah
Singapore’s systemic approach to teaching and learning twenty-first century competencies
2016, Tan, Oon Seng
Problem-based learning and mediated learning experience
2003-11, Tan, Oon Seng, Chua, Bee Leng
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.
Effects of a cognitive modifiability intervention on cognitive abilities, attitudes and academic performance of polytechnic students
2000, Tan, Oon Seng
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.
Problem-based learning: More problems for teacher education
2002, Tan, Oon Seng
Mathematics anxiety, locus of control and mathematics achievement of secondary school students
1990, Tan, Oon Seng
This study examined the relationship between mathematics anxiety, locus of control and mathematics achievement; and looked at the differences in mathematics achievement, mathematics anxiety and locus of control between male and female students, and between Arts and Science students.
The data for this study were gathered from a sample consisting of 558 Secondary Four students from six secondary schools in Singapore.
The instruments used in this study were the Fennema-Sherman Mathematics Anxiety Scale (MAS), the Mathematics Locus of Control (MALOC) Scale and a Mathematics Achievement Test. Previous literature has pointed to the need to use locus of control measures that are specific to the domains of interest. A pilot study on a sample of 140 Secondary Four students was conducted for a newly developed 40-item locus of control scale in the domain of mathematics. Responses were factor analysed using Principal Components analyses with Varimax rotated solution. The final 18-item MALOC scale is made up of four subscales, namely, the Failure-Powerful-Others (FP), Success-Chance (SC), Success-Internal (SI) and Failure-Internal (FI) scales.
The major findings in the main research are as follow:
● A low and inverse correlation exists between mathematics anxiety and mathematics achievement.
● A moderately high correlation exists between locus of control and mathematics achievement.
● A moderately high correlation exists between locus of control and mathematics anxiety.
● The intercorrelations among the variables, mathematics anxiety, locus of control and mathematics achievement, are not significantly different for male and female students.
● The correlations between mathematics anxiety and mathematics achievement, and between locus of control and mathematics achievement, are significantly different for Arts and Science students.
● There are no significant sex differences in mathematics achievement, locus of control and mathematics anxiety.
● There are significant differences in mathematics achievement, locus of control and mathematics anxiety between Arts and Science students.
The major conclusions in this study are as follow:
● Low mathematics anxiety is associated with higher mathematics achievement. The presence of the mathematics anxiety phenomenon appears to warrant further attention.
● Greater internal control is associated with higher mathematics achievement. Locus of control appears to be an important predictor of mathematics achievement.
● Greater internal control is associated with lower mathematics anxiety. Locus of control appears to have an important link with mathematics anxiety.
● The variables, mathematics anxiety and locus of control, in relation to mathematics achievement, appear to be more important for Arts students than for Science students.
● Sex differences in mathematics achievement, mathematics anxiety and locus of control appear to be tenuous in the Singapore context.
● Differences between Arts and Science students in mathematics achievement, mathematics anxiety and locus of control are highly significant. Arts students appear to have lower achievement in mathematics, be more anxious toward mathematics and are more external in their perception of control in mathematics.
The study concluded with a discussion of the educational implications of the findings and recommendations for further research.
Mediated Learning Experience Rating Scale (MLERS) for the problem-based learning environment
2020, Chua, Bee Leng, Tan, Oon Seng
A Singapore perspective on teacher education: The old man, the mountain, and the child
2012-04, Tan, Oon Seng
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.
Cognitive revolution and the knowledge-based society: Educational implications
2000-09, Tan, Oon Seng
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?
Introduction to early childhood development and research in Singapore
2022, Tan, Oon Seng, Poon, Kenneth K., O'Brien, Beth A., Rifkin-Graboi, Anne
Education and well-being care are important throughout life, but especially so during early childhood, a time characterized by profound neural change. Importantly, early life experiences and neurodevelopment, in turn, lay the foundation for the subsequent ways in which neurodevelopment unfolds. As neurodevelopment is influenced by both genetic and environmental factors, it is not surprising that the quality of early childhood experiences has been found to have short- and long-term impacts upon individuals and society. For example, early environments characterized by relative responsiveness from caregivers (Fraley et al., 2013; Raby et al., 2015) may lead to academic and/or social competence even into adulthood. On the other hand, early childhood experiences with poverty and/or low socioeconomic status, exposure to parental mental health difficulties, forms of insecure attachment, and abuse or trauma have been linked to outcomes such as lower levels of school readiness, attentional problems, and/or difficulties in socioemotional development (e.g., Psychogiou et al., 2020; Fearon & Belsky, 2004; Dearing et al., 2001; Enlow et al., 2012).
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