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Mediated learning and enhancing of cognitive functioning for Normal stream students
Author
Foong, Joanna Adeline Woon Yin
Supervisor
Tan, Oon Seng
Abstract
The primary objective of this study was to ascertain the effects of mediated learning and Specific Cognitive Functions Intervention, modified from Feuerstein's Instrumental Enrichment programme, on self-esteem, motivation and cognitive functions of Normal (Technical) pupils.
Self-esteem is a crucial component in the development of a child. Studies have shown a causal relationship between self-esteem and academic performance. With positive self-esteem, a child can be motivated to learn and hence, able to improve academically.
One of the factors that affect self-esteem is one's perception of how others view themselves. Normal (Technical) pupils are weakest in academic ability in secondary schools. They are often described as poor learners due to their disruptive behaviours. It has been reported that their self-esteem declined when they reached secondary three.
27 pupils from the Normal (Technical) course were selected to help them overcome their disruptive behaviour and develop in interest in their studies so as be become independent learners and hence improve their self-esteem. These pupils were exposed to Mediated Learning Experience (MLE) and Specific Cognitive Functions Intervention for a period of 8 weeks. The instruments were adapted to the needs of the subjects to help them to learn how to analyse tasks systematically, logically and holistically. A control group of 14 Normal (Technical) pupils were selected to verify the results. The two groups were selected based on the elective subject they were taking in that class.
To ascertain results of the intervention, pre- and post-tests were performed on both the experimental group and the control group using the Self-Esteem Checklist, Aberdeen Academic Motivation Inventory and Feuerstein's Organisation of Dots. The pre-and post-tests scores were compared to see if there is an increase in the self-esteem, motivation and cognitive functions of these pupils.
Analysis was done by comparing the percentage of pupils who showed an increase with the number who showed a decrease in the post-test scores. A t-test was performed to ascertain any significant difference in the pre- and post-test scores. Results showed increase post-test scores in all variables and the post-test scores for self-esteem and motivation showed a significant difference.
This study was exploratory in nature and results cannot be generalized. The results could be regarded as indicative of intervention that can contribute towards the enhancement of self-esteem, motivation and cognitive functions of Normal (Technical) pupils in Singapore schools.
Self-esteem is a crucial component in the development of a child. Studies have shown a causal relationship between self-esteem and academic performance. With positive self-esteem, a child can be motivated to learn and hence, able to improve academically.
One of the factors that affect self-esteem is one's perception of how others view themselves. Normal (Technical) pupils are weakest in academic ability in secondary schools. They are often described as poor learners due to their disruptive behaviours. It has been reported that their self-esteem declined when they reached secondary three.
27 pupils from the Normal (Technical) course were selected to help them overcome their disruptive behaviour and develop in interest in their studies so as be become independent learners and hence improve their self-esteem. These pupils were exposed to Mediated Learning Experience (MLE) and Specific Cognitive Functions Intervention for a period of 8 weeks. The instruments were adapted to the needs of the subjects to help them to learn how to analyse tasks systematically, logically and holistically. A control group of 14 Normal (Technical) pupils were selected to verify the results. The two groups were selected based on the elective subject they were taking in that class.
To ascertain results of the intervention, pre- and post-tests were performed on both the experimental group and the control group using the Self-Esteem Checklist, Aberdeen Academic Motivation Inventory and Feuerstein's Organisation of Dots. The pre-and post-tests scores were compared to see if there is an increase in the self-esteem, motivation and cognitive functions of these pupils.
Analysis was done by comparing the percentage of pupils who showed an increase with the number who showed a decrease in the post-test scores. A t-test was performed to ascertain any significant difference in the pre- and post-test scores. Results showed increase post-test scores in all variables and the post-test scores for self-esteem and motivation showed a significant difference.
This study was exploratory in nature and results cannot be generalized. The results could be regarded as indicative of intervention that can contribute towards the enhancement of self-esteem, motivation and cognitive functions of Normal (Technical) pupils in Singapore schools.
Date Issued
2004
Call Number
LB1590.3 Foo
Date Submitted
2004