Table 6.1 Qualitative Summary of Treatment and Control Groups’ Answers to Questions
Control summary
Treatment summary
Comparison
1. Have you noticed any changes in the way that you have been taught science during this school year, if you have what are they and what did you think of them?
Two (67%) noticed no changes except for differences between
teachers; one (33%) stated that there were differences. They recognised differences in teaching styles,
mentioning interactive, practical, group work and copying off the board and/or working from textbooks.
Five (83%) noticed that they had been working in groups more. Four (67%) stated that they were helping others to learn. 50% of the pupils were positive and 50% negative about the change.
Pupils in the treatment group noticed a change in teaching strategy
compared to the control group.
Control group mentioned a variety of strategies that were used whereas the treatment group focussed on the group work element.
2. Have a discussion with each other about how much you have enjoyed or not enjoyed science whilst being taught the microbes, earth science and magnets topics and give some reasons
All pupils (100%) said that they enjoyed practical work and secondly that they enjoyed working things out, such as identifying rocks or diseases from information. Although they all enjoyed the practical they each favoured one of the three topics and negative points focussed on the subject enjoyment rather than teaching style. One pupil (33%) thought that there was the same amount of practical work as usual and the other two (67%)
Five pupils (83%) mentioned two factors: practical work and group work. 50% enjoyed the practical work and 50% didn’t. The ones that did not stated it was because they felt they were rushed and were spending too long helping others or doing the work for others who were not engaged. Positive comments included enjoyment of moving between stations and having choice in
Both groups enjoyed practical work and/or finding information and working something out, although in the treatment group positive feelings towards all teaching strategies were affected by working in groups. The treatment group focussed on the teaching style whilst the control group it was on topic content.
133 implied that there was more
in at least two of the topics.
investigations.
3. Discuss whether if you were asked this same question about the previous topics whether you would have given the same answer? Why?
All pupils (100%) would have given the same answers. One (33%) found microbes subject more interesting but in general was not keen on science, the other two (66%) enjoyed science and their enjoyment had not changed.
All pupils (100%) enjoyed the previous topics more, although they focused on respiration. They enjoyed the dissection, practical work and having concise notes. They did not like the treatment lessons as they felt they had to do the work for the less able pupils in their groups.
In the control group enjoyment of science remained steady. In the treatment group they had preferred topics previously due, in part, to there being less group work, although only mentioning one previous topic.
4. How effective do you think the way that you have been taught the microbes, magnets and earth science topics has been to helping you learn?
One pupil (33%) focussed on revision techniques and assessments that helped her. Two (67%) discussed teaching strategies video i.e. clips, worksheets and reduced writing. One (33%) stated that the repetition of similar points in magnets was good; the other thought that it was boring. This linked to their preference for the topic.
Five pupils (83%) felt that they had learned effectively and found practicals,
posters and investigations a good way to learn. One of the pupils (17%) felt that she did not have enough time to make her own notes and consolidate
understanding.
The control group pupils talked about a variety of teaching strategies largely in the positive. The treatment group were largely positive about how much they had learned although one pupil felt that the teaching style had a negative effect on her learning.
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5. How focussed do you think you have been on learning when in science lessons since starting the microbes, magnets and earth science topics?
Do you think your level of focus has changed through the year? Why?
All pupils (100%) said that their focus hadn’t changed. Two (66%) stated that they are generally always focussed. The other pupil said that she doesn’t like science so doesn’t focus except in the microbes topic which she found interesting.
Four pupils (67%) felt that their focus had dropped due to group work, as they had to debate more and were more distracted. Two pupils (33%) stated that their focus had increased on different things such as the group work dynamic. One pupil (17%) said that it was topic-
dependent. All pupils (100%) said that pairs are the
optimum group size for focus.
Pupils in both groups stated that their focus was fairly consistent. In each group one pupil said that their focus was topic-dependant. In the treatment group some thought that their focus was negatively affected by group work.
5. How good have you been at completing work set since starting the microbes, magnets and earth science topics?
Do you think that this has changed throughout the year? Why?
All pupils (100%) agreed that their work completion had not changed throughout the year.
Five pupils (83%) felt that they had continued to complete all work but two pupils (33%) thought that they were completing less in class due to having to group work, but that they would complete it at home.
In both groups pupils stated that work compleetion had not altered but in the treatment group two pupils felt that they were getting less completed in class time.
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