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The seed of transformation : exploring classroom engagement from the secondary three students' perspectives
Author
Nazimah Abdullah
Supervisor
Lee, Ong Kim
Wolf, Jeanne
Abstract
Engagement in learning is an area of importance for the Singapore Education system in the 21st century. Under the overarching framework of Thinking Schools Learning Nation, it has seen the introduction of various initiatives such as the Innovation and Enterprise thrust and Teach Less Learn More. The focus of these initiatives is “a need to re-examine the fundamentals of teaching and learning, teaching for understanding and not just to pass exams but to engage both the hearts and minds of the students” (MOE, 2004a).
The overall purpose of the study is to discover how students are behaviorally, cognitively and affectively engaged in the English Language Narrative Composition Classroom. A multi-dimensional view of engagement has been adopted for the purpose of this study. Behavioral, affective and cognitive aspects of engagement serve as the basis for the investigation of this study posited against the important variables of classroom context and students’ individual needs. By considering the students’ perspective, this research seeks to discover their answers as to how learning can be more engaging in the English Language Composition classroom and thereby uncovering the implications for teachers, the curriculum and pedagogy.
A self-report questionnaire was administered to 108 secondary 3 Express students from 3 classes in 2 neighborhood schools in the English Language Narrative Composition Classroom at the end of each lesson over a 2 week period. Each of the students was also observed during classroom lessons and participated in school telephone interviews with the researcher. This qualitative research study also included a focus group discussion with each of the classes. Participants included 14 selected students from the High, Middle and Low ability levels chosen by the teachers.
The findings of this study underscore the need to understand the term “engagement” that may be best described as a complex multi-faceted concept through a student’s perspective and experience. Findings of the study also highlight the fundamental role that teacher support, peer support, classroom structure, autonomy support and task characteristics play in engagement from the students’ perspective. It is recommended that educators emphasize further the above for engagement to take place in the classroom.
The overall purpose of the study is to discover how students are behaviorally, cognitively and affectively engaged in the English Language Narrative Composition Classroom. A multi-dimensional view of engagement has been adopted for the purpose of this study. Behavioral, affective and cognitive aspects of engagement serve as the basis for the investigation of this study posited against the important variables of classroom context and students’ individual needs. By considering the students’ perspective, this research seeks to discover their answers as to how learning can be more engaging in the English Language Composition classroom and thereby uncovering the implications for teachers, the curriculum and pedagogy.
A self-report questionnaire was administered to 108 secondary 3 Express students from 3 classes in 2 neighborhood schools in the English Language Narrative Composition Classroom at the end of each lesson over a 2 week period. Each of the students was also observed during classroom lessons and participated in school telephone interviews with the researcher. This qualitative research study also included a focus group discussion with each of the classes. Participants included 14 selected students from the High, Middle and Low ability levels chosen by the teachers.
The findings of this study underscore the need to understand the term “engagement” that may be best described as a complex multi-faceted concept through a student’s perspective and experience. Findings of the study also highlight the fundamental role that teacher support, peer support, classroom structure, autonomy support and task characteristics play in engagement from the students’ perspective. It is recommended that educators emphasize further the above for engagement to take place in the classroom.
Date Issued
2007
Call Number
PE1068.S55 Naz
Date Submitted
2007