Believe Together Work Together Achieve Together Action Research
Believe Together Work Together Achieve Together Action Research - Girls underachievement (Easter 2016)
Believe Together Work Together Achieve Together Can single gender revision classes impact positively on girls’ attitudes to learning maths and girls’ outcomes in maths?
Believe Together Work Together Achieve Together Methodology n n n n 13 girls identified with low confidence in maths 2 -day revision course – Easter (reasoning activities) Female teacher (not from our school) Questionnaire focussing on self-efficacy, metacognition and learning strategies Pre and post intervention Not anonymised Analysis of monthly assessments
Believe Together Work Together Achieve Together Results n Some people are naturally good at maths pre= 3. 462 n post = 3. 25 n n (e. FSM n – pre 3. 5, post = 2. 75) the girls’ perceptions regarding an innate ability to being able to “do maths” has improved in most cases. e. FSM pupils’ views largely follow the same trends.
Believe Together Work Together Achieve Together Best parts of revision n n “Having someone different teach us to learn more techniques” “I was able to have more support and learn more ways of answering questions – and the food!” “I understand a lot of things I didn’t before” “I was given the chance to develop my understanding of maths more – it showed me how to work around big questions” “I enjoyed the Easter revision as I now know many different ways to work out questions. I now have a better understanding of maths”
Believe Together Work Together Achieve Together Improvements n “Have more than 2 days - more revision booklets to take home for revision” n “Make it longer” n “More choice of food and longer breaks”
Believe Together Work Together Achieve Together Conclusion n Positive responses - high value placed on revision support n Further research into self-efficacy beliefs / attitudes to learning maths n Earlier identification of low selfefficacy
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