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Teo, Chua Tee
Preferred name
Teo, Chua Tee
Email
chuatee.teo@nie.edu.sg
Department
Psychology and Child & Human Development (PCHD)
Personal Site(s)
ORCID
24 results
Now showing 1 - 10 of 24
- PublicationRestrictedAchievement of gifted adolescents in Singapore: the effects of perception, creative-thinking ability and an intervention programme "knowledge/volition/action"(1996)This study hypothesizes that intellectually gifted adolescents in the Gifted Education Programme (GEP) who had greater preferences for perception and creative-thinking would tend to perform less well academically owing to a lack of volition, and that an education intervention encompassing self-knowledge, volition, consultation, time and stress management would result in significant improvements in achievement. The relationships between academic achievement, perception and creative-thinking ability were first ascertained using linear regression analyses. Gifted pupils who were interested in self-development were then randomly selected and randomly assigned to experimental and control groups. Experimental and control subjects were matched by age, sex, school, class, race, socio-economic status, creative-thinking ability, academic and non-academic achievement were reported using paired t tests, single-subject time series designs and interviews with subjects. Atypical cases of subjects who evinced remarkable, moderate and low personal gains were featured in case studies.
Subject in Phase I of the study were all (N=239) Secondary One GEP pupils in three independent schools. The experimental study in Phase II involved 57 experimental subject and 57 controls. The academic progress of six experimental subjects, three males and three females, were longitudinally studied with single-subject time series plots. Three of the six subjects were selected for case studies. The Myers-Briggs Type Indicator (Form G) (MBTI) (Myers, 1976, 1977) was used to measure preferences for perception, sense perception, intuitive perception and judgment. The How Do You Think (Form E) (HDYT) (Davis, 1977) was used to assess creative-thinking ability. The educational intervention programme, "Knowledge/Volition/Action", was comprised of five one-hour modules. Self-knowledge, volition, consultation, time and stress management were taught to subjects in an interactive manner. Parents and teachers of the subjects were also interviewed for triangulation of qualitative data.
Results of linear regressions indicated a significant but negative correlation between academic achievement of gifted adolescents and their perception scores; a significant positive correlation of academic achievement with judgment; and a negative but non-significant correlation between academic achievement and creative-thinking ability. Creative-thinking ability, in turn, was found to be significantly and positively correlated with perception. Multiple regression models revealed that approximately 14% of academic achievement and 48% of creative-thinking ability were explainable by MBTI variables.
The intervention programme was found to be effective in augmenting non-academic achievement of the experimental group. Specifically, the non-academic achievement of gifted adolescents who were "perceptives" was enhanced. No group effect was detected with regard to academic achievement. Visual inspection for changes in academic progress of subjects in single-subject studies between the baseline and the intervention phases indicated that individual subjects demonstrate that individual subjects had benefited from the intervention programme in different ways and to different degrees. The general feedback was that the intervention programme had benefited them more in the area of personal and social enrichment rather than academic studies. Findings in the case studies indicate that the ability to activate volition may be critical in overcoming procrastination and in bringing about achievement-oriented behaviour.278 52 - PublicationOpen AccessPedagogical change for training teachers: Adapted flipped classroom approach(Office of Education Research, National Institute of Education, Singapore, 2020)
; Quek, Khiok SengThis pilot quasi-experimental project examines the effectiveness of an adapted flipped classroom approach for the teaching of 2 teacher education courses over a semester of 13 weeks. Both the experimental and control groups would be matched at programme level. The control group would be two comparable classes not using the flipped classroom approach but using the didactic or traditional approach of teaching. The flipped classroom approach is also known as the Thayer Method or the inverted classroom or reverse teaching. It involves interactive student-centred engagement pedagogy with individualised online learning before the course. In the adapted flipped classroom, additional guiding questions and power-point slides would be deployed. Students learn content online through e-worksheets and guided discovery before face-to-face classroom time. Students worked through activities, watched videos, navigate websites, read up on articles and answered questions posed to them in the lesson worksheets. In class, students would share their prior learning with each other and they would be encouraged to ask questions of each other and with the tutor. Concepts, theories, controversies and ambiguities will be discussed with the aid of power-point slides. The students in the control group would receive lectures through power-point slides during class time, and learning activities would be conducted. Students in the control group would have no pre-lesson learning activities. The effectiveness of the flipped classroom lessons will be assessed through newly developed surveys, focus group discussions and semi-structured interviews of participants in the experimental and control groups. Results will be analysed using paired sample t tests, ANCOVA and thematic analyses. Findings will enable the lecturers to review and re-design the flipped classroom lessons and thus make evidence based pedagogical changes for the following semester.199 43 - PublicationOpen AccessBuilding a culture of CARE in Singapore schools: Lessons from online counselling with primary school children(National Institute of Education (Singapore), 2019)
; ; ;Tan, MeilindaPark, Yuhyun97 332 - PublicationOpen Access
196 387 - PublicationOpen AccessPrimary teachers' attributes and attitudes in Singapore(National Institute of Education, Nanyang Technological University (NIE NTU), Singapore, 2003)
; Ee, JessieTeachers are important elements in the life of young children as they are facilitators of learning, counsellors of student problems and gardeners of growth and development. This study examines the attributes and attitudes of in-service teachers in primary schools with respect to current educational policies and new initiatives. Three samples of teachers in the study include teachers teaching children with special needs, teachers in the mainstream classrooms and teachers teaching intellectually gifted pupils. Attributes examined include self-reported virtues of truthfulness, peacefulness, a sense of justice, trustworthiness, care and love for pupils, a forgiving nature and service-orientation. Attitudes documented include optimism, a willingness to learn, an understanding of talents and their development and ability to adjust to the Ministry of Education (MOE) initiatives. Results of the study will inform teacher educators and the MOE in making better decisions on teacher selection and training required to attain the desired outcomes of education.187 1657 - PublicationOpen Access
151 279 - PublicationOpen AccessA study of the effects of Jungian types on mathematics achievement of private high school girls in North Sydney(1993-09)
; Hotchkis, GregThis study investigated the effects of general personality attributes of extraversion and introversion, and mental functions of sensing, intuition, thinking and feeling on mathematics achievement of private high school girls in North Sydney via the MyersBriggs Type Indicator (Form G). Results of two independent t-tests showed that extraverted girls had significantly lower mean mathematics scores than introverts. Subjects who preferred judgmental processes were found to have significantly higher mean mathematics scores than those who preferred ·perceptive processes. Further analysis using two 2x2 ANOVAs for modes of perception (sensing-intuition) and judgment (thinking/feeling) yielded a significant thinking-feeling main effect for perceptive subjects. There was no significant results for judgmental subjects. No interaction effect was reported in both cases. Stepwise regression of all independent variables on mathematics scores in the final analysis indicated that only 14% of mathematics performance could be explained by the subjects' perceptiveness of the outer world.103 618 - PublicationOpen AccessVariation in students’ conceptions of self-assessment and standardsThis paper reports the results of a phenomenographic study on the different ways that secondary students understood and utilized student self-assessment and how various ego types could affect the accuracy of self-assessment. The study sought to contribute to the growing literature which recognizes the critical role that students play in assessment processes, and in particular the different roles that they assume in student self-assessment. The results of the study provide insights into how different students experience self-assessment by articulating the variation in the perception and purposes of assessing one’s own learning. This variation is depicted as a hierarchy of logically related students’ conceptions of self-assessment.
378 253 - PublicationOpen Access
181 2463 - PublicationOpen Access
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