To what extent can the development and implementation of an 'active-learning' environment in a comprehensive school in South Wales increase Year 8 pupils' learning power and encourage motivation and enthusiasm?.
University of Wales Institute, Cardiff.
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Over the past nine months, I have carried out an action research project in an English medium comprehensive school in South Wales to find out how different pupils learn and respond to varied teaching strategies. The action research was designed to develop a better understanding of how pupils with different learning styles and needs best learn within a comprehensive school environment and how the technology available to teachers in the twenty-first century can support that learning. I used a variety of research tools in order to gather qualitative and quantitative research as I hoped to use the final results to inform my own teaching and disseminate good practice throughout my school. Standardised tests were used in combination with my own researcher produced tests to gather information on how pupils viewed themselves as learners and how their academic skills progressed throughout the research time scale. Other research tools such as my own developed 'post-it' note system were used to gather supportive material, but the main findings stem from the tests administered at various stages throughout the research. The overall findings indicated, to some extent the range of learning preferences pupils have and explain why different pupils respond better than others to some teaching strategies. One of the major findings of the research is that more able girls learn very differently to more able boys and I have sought to understand not only why this is, but how teachers could develop their teaching tools to overcome such issues in Key Stage 3.
MA Education Thesis
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