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Reframing Student Attitudes for Maximizing Student Performance: A case of Secondary 2 Technology Subject at Saint Gabriel’s College Bangkok By: Mr. Apisit.

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Presentation on theme: "Reframing Student Attitudes for Maximizing Student Performance: A case of Secondary 2 Technology Subject at Saint Gabriel’s College Bangkok By: Mr. Apisit."— Presentation transcript:

1 Reframing Student Attitudes for Maximizing Student Performance: A case of Secondary 2 Technology Subject at Saint Gabriel’s College Bangkok By: Mr. Apisit Noojit Master of Management in Organization Development & Management Reframing Student Attitudes for Maximizing Student Performance: A case of Secondary 2 Technology Subject at Saint Gabriel’s College Bangkok By: Mr. Apisit Noojit Master of Management in Organization Development & Management Introduction Results Procedure Results Background As more and more private and government schools offer basic education curriculum for English and Bilingual program, quality of instruction and student performance & attitudes are becoming, progressively more, issues that need to be addressed and find an alternative solution. There are various theories and strategies that can be use in order to help the students to cope in this changing world and cater their needs. This study aim to reframe student attitudes for maximizing student performance with the use of instructional development intervention (IDI) and organizational development intervention (ODI) model. Objectives 1.This study also seek to determine the initial impact of IDI on students performance; 2.Determine the behavior of the students’ during Instructional Development Interventions (IDI’s) and Organizational Development Interventions (ODI’s); 3.Determine the appropriate IDI and ODI on students attitudes and performance; 4.Determine the difference between 3.1 intervention group and non-intervention group. 3.2 pre-test and post-test of intervention group Background As more and more private and government schools offer basic education curriculum for English and Bilingual program, quality of instruction and student performance & attitudes are becoming, progressively more, issues that need to be addressed and find an alternative solution. There are various theories and strategies that can be use in order to help the students to cope in this changing world and cater their needs. This study aim to reframe student attitudes for maximizing student performance with the use of instructional development intervention (IDI) and organizational development intervention (ODI) model. Objectives 1.This study also seek to determine the initial impact of IDI on students performance; 2.Determine the behavior of the students’ during Instructional Development Interventions (IDI’s) and Organizational Development Interventions (ODI’s); 3.Determine the appropriate IDI and ODI on students attitudes and performance; 4.Determine the difference between 3.1 intervention group and non-intervention group. 3.2 pre-test and post-test of intervention group Initial impact of IDI and ODI on students performance Table 1 :Means of the Pre-test and Post-test of Secondary 2 Room 1 Students in Technology Subject α = 0.05 t (.05, df=23) = The mean of the post-test is higher than that of the pre-test. The result from the t-test showed that there was an initial impact of instructional development intervention on the performance of room 1 students in pre-test and post-test in technology subject. The test-re-test reliability for the test scores of the students in room using the Pearson Correlation was at 0.01 level of significance. Initial impact of IDI and ODI on students performance Table 1 :Means of the Pre-test and Post-test of Secondary 2 Room 1 Students in Technology Subject α = 0.05 t (.05, df=23) = The mean of the post-test is higher than that of the pre-test. The result from the t-test showed that there was an initial impact of instructional development intervention on the performance of room 1 students in pre-test and post-test in technology subject. The test-re-test reliability for the test scores of the students in room using the Pearson Correlation was at 0.01 level of significance. Behavior of Students during IDI and ODI Table 2: Descriptive Statistics of Students Behavior Mean Levels : minimally cooperate 1.81 – 2.60 basically cooperate 2.61 – 3.40 neutral 3.41 – 4.20 moderately cooperate 4.21 – 5.00 highly cooperate The average means (3.84) can be interpreted as the students in all groups having moderate cooperation. The highest mean (4.48, high cooperation) focused on group no. 5, and the lowest mean (3.42, moderate cooperation) belong to group no. 6. Appropriate IDI/ODI for student’s performance and student’s attitude in room 1 Table3: Observation Checklist of IDI and ODI Rating Scales Adjective Description 1.00 – 1.80 Needs improvement 1.81 – 2.60 fair 2.61 – 3.40 good 3.41 – 4.20 very good 4.21 – 5.00 excellent Using the observation checklist, the rating scale suggests how appropriate the intervention implemented on each IDI and ODI. Considering IDI, intervention no.3, no. 4, no. 5 and no.6 had a high rating scale of which can be interpreted as excellent intervention. Furthermore, viewing the ODI, intervention no. 1, no. 2 and no. 3 also had a high rating scale of which can Behavior of Students during IDI and ODI Table 2: Descriptive Statistics of Students Behavior Mean Levels : minimally cooperate 1.81 – 2.60 basically cooperate 2.61 – 3.40 neutral 3.41 – 4.20 moderately cooperate 4.21 – 5.00 highly cooperate The average means (3.84) can be interpreted as the students in all groups having moderate cooperation. The highest mean (4.48, high cooperation) focused on group no. 5, and the lowest mean (3.42, moderate cooperation) belong to group no. 6. Appropriate IDI/ODI for student’s performance and student’s attitude in room 1 Table3: Observation Checklist of IDI and ODI Rating Scales Adjective Description 1.00 – 1.80 Needs improvement 1.81 – 2.60 fair 2.61 – 3.40 good 3.41 – 4.20 very good 4.21 – 5.00 excellent Using the observation checklist, the rating scale suggests how appropriate the intervention implemented on each IDI and ODI. Considering IDI, intervention no.3, no. 4, no. 5 and no.6 had a high rating scale of which can be interpreted as excellent intervention. Furthermore, viewing the ODI, intervention no. 1, no. 2 and no. 3 also had a high rating scale of which can be interpreted as excellent intervention. These suggest that excellent rating scale leads to appropriateness of the intervention plan of the researcher in technology subject. Significant difference between room 1 and room 6 in terms of their IDI/ODI Table 4: Significant Difference between Mean Note: **very high significant difference *high significant difference The mean of post-IDI/ODI is higher than that of the mean of pre-IDI/ODI. The result from sample paired t-test showed that there was a very high significant difference between the pre-test and post- test of room 1 students (.000 < 0.05 alpha), high significant difference between the pre-ODI and post- ODI of room 1 attitudes (.003 < 0.05 alpha), very high significant difference between room 1 and room 6 in terms of performance (.000 < 0.05 alpha) and high significant difference between room 1 and room 6 in terms of attitude (.007 < 0.05 alpha). The findings supported the initial impact of instructional development intervention and organizational development intervention in technology subject for secondary 2 in room 1. Based on the findings of the study, the following conclusions were deduced: 1. There is an initial impact of IDI/ODI on Technology Class room 1 and room 6 in terms of Students Performance and Students Attitude. 2. There is a difference between IDI/ODI of Technology Class room 1 and room 6 in terms of Students Performance and Students Attitude. 3. There is a difference between the pre-IDI/ODI and post- IDI/ODI of Technology Class room 1 in terms of Students Performance and Students Attitude. be interpreted as excellent intervention. These suggest that excellent rating scale leads to appropriateness of the intervention plan of the researcher in technology subject. Significant difference between room 1 and room 6 in terms of their IDI/ODI Table 4: Significant Difference between Mean Note: **very high significant difference *high significant difference The mean of post-IDI/ODI is higher than that of the mean of pre-IDI/ODI. The result from sample paired t-test showed that there was a very high significant difference between the pre-test and post- test of room 1 students (.000 < 0.05 alpha), high significant difference between the pre-ODI and post- ODI of room 1 attitudes (.003 < 0.05 alpha), very high significant difference between room 1 and room 6 in terms of performance (.000 < 0.05 alpha) and high significant difference between room 1 and room 6 in terms of attitude (.007 < 0.05 alpha). The findings supported the initial impact of instructional development intervention and organizational development intervention in technology subject for secondary 2 in room 1. Based on the findings of the study, the following conclusions were deduced: 1. There is an initial impact of IDI/ODI on Technology Class room 1 and room 6 in terms of Students Performance and Students Attitude. 2. There is a difference between IDI/ODI of Technology Class room 1 and room 6 in terms of Students Performance and Students Attitude. 3. There is a difference between the pre-IDI/ODI and post- IDI/ODI of Technology Class room 1 in terms of Students Performance and Students Attitude. References Johnson, D. (2005). Cooperative learning: increasing college faculty instructional productivity. Retrieved June10,2011,from ntlf.com/html/lib/bib/92-2dig.htm. Tayko, P.R. & Talmo, M. (2010). WHOLE BRAIN LITERACY. Key to Holistic Education and Success in Today’s World. Philippine copyright Johnson, D. (2005). Cooperative learning: increasing college faculty instructional productivity. Retrieved June10,2011,from ntlf.com/html/lib/bib/92-2dig.htm. Tayko, P.R. & Talmo, M. (2010). WHOLE BRAIN LITERACY. Key to Holistic Education and Success in Today’s World. Philippine copyright Preparation Stage Diagnosis of the SOAR analysis Communicate the problem to the head of the department for further analysis and suggestions. Design tools for assessment of performance and attitudes Distribution of questionnaire to 48 students in room 1 and room 6 2. Sampling Simple random sampling was administered The selection of experimental group/intervention group and controlled group is based on their performance in pre-test. 3. Instruments The used of questionnaire (1 for attitude(self-assessment) and 1 for behavior(assessment of group mates)) Performance assessment (30 items multiple choice questions) The used of interview for six students whose scores improved the most and the least All instruments are tested for validity and reliability to ensure consistency and to avoid bias Procedure Design This research is based on experimental research design with the used of IDI & ODI model on performance and attitudes of students in secondary 2 technology subject of Saint Gabriel’s College. Phase III Post-IDI/ODI Monitor Evaluation Expect Result Phase II IDI/ODI Identify Development Implementation Phase I Pre-IDI/ODI Diagnose the situation Analysis Assessment 4. Methods of Data Gathering: Technique This study follows the conventional way of gathering information with the help of questionnaires, test papers and interview guide. The researcher also used video recording, pictures and exhibit to present their work 4.Methods of Gathering Data: Procedure 1. Data were collected from 48 students 2. Eight weeks was used for the experiment using the IDI and ODI model 3. Utilized the one-group pre- test and post-test design 5. Data Analysis and Procedure 1. Quantitative Analysis using MS-Excel to tabulate and analyze frequency count, percentage, mean, mode median, weighted mean, validity test for examination, reliability test and sample paired t-Test 2. Qualitative analysis employed the used of interview and follow up to check students attitudes and behavior. Results TestNMeanS.D. Before After t= * 2.60 GroupMeanSD Average Instructional Development Intervention (IDI) RatingRemarks 1. Group the students according to their pre-test results They acquire more basic knowledge in technology. 2. Design their class to learn and work within their group They now understand the basic functions of some devices. 3. Encourage group competition through accumulation of points They’re able to analyze difficult problems. 4. Reward and award a prize to high scorer group They can now apply the knowledge they gain in technology. 5. Learn together within their group and encourage them to help one another They can now synthesize every detail in technology. 6. Coach them to use Whole Brain thinking They can now evaluate design and processes. Organizational Development Intervention (ODI) RatingRemarks 1. Let them learn new things with their group mates Easy for them to finish a project with the help of others. 2. Let them acquire knowledge through working in a team They learn fast and they’re not confused anymore in technology skills. 3. Let them understand some process with the help of others They learn easily through cooperation. 4. Let them lead by one of their group mate They’re always participating in class activities and work. 5. Let them build a good relationship and interaction They have good relationship and interaction VariablesMean Diff. S.D. 95% Confidence Interval of the Diff.tSig. (2- tailed) LowerUpper Pair 1 Performance of Room 1 Pre-IDI & Post- IDI ** Pair 2 Attitude of Room 1 Pre-IDI & Post-IDI * Pair 3 Performance Room 1 & Room ** Pair 4 Attitude Room 1 & Room * Conclusion & Recommendation Saint Gabriel’s College 2(I-Explore) Strategies -Grouping -Shared Ideas - Innovation -Development 2(I-Explore) Strategies -Grouping -Shared Ideas - Innovation -Development 4 (I-Pursue) Practices -Activity -Group working - Leadership - Presentation 4 (I-Pursue) Practices -Activity -Group working - Leadership - Presentation 1 (I-Preserve) Rewards -Intrinsic & Extrinsic -Energy Relationship Interaction 1 (I-Preserve) Rewards -Intrinsic & Extrinsic -Energy Relationship Interaction 3 (I-Control) Structures -Design class -Planning - Management - Evaluation Groups' competition 3 (I-Control) Structures -Design class -Planning - Management - Evaluation Groups' competition Students Purpose 2 Dream 2 Dream 3 Design 3 Design 4 Destiny 4 Destiny 1 Discovery 1 Discovery Environment: Parents, School, Classroom Technology


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