Publication: Mediated learning experience on primary school children: an exploratory study
Date
2007
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Abstract
The purpose of this study is to explore the impact of Mediated Learning Experience (MLE) on the cognitive abilities, self-esteem and motivation of academically weak pupils. It attempts to find out the cognitive deficiencies of such pupils and how selected instruments from Feuerstein's Instrumental Enrichment can be used to structurally modify their cognitive functioning. It aims to determine if MLE can enhance such pupils' cognitive performance as well as self-esteem and motivation. Research has shown that there is a correlation between academic achievement and affective growth and that self-esteem and motivation play an important part in cognitive intervention. As the focus is on academically weak primary school pupils, it is important to consider whether self-esteem and motivation can be improved with the use of MLE.<br><br>31 academically weak pupils were divided into two groups: the experimental group (16 pupils) and the control group (15 pupils). The experimental group was exposed to an average of 18 hours of MLE spread over a period of about 12 weeks. Pre and post tests were conducted on both the experimental and control groups using a variety of instruments measuring cognitive abilities, self-esteem and motivation. The quantitative results revealed no significant gains in the cognitive functioning, self-esteem and motivation of the experimental group. However, the qualitative results showed that MLE had brought about some cognitive change in some of the pupils in the experimental group.