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Can Offering Voluntary extra lessons help develop a growth mindset?

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Can Offering Voluntary extra lessons help develop a growth mindset?

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This study looked at the possibility of encouraging year 11 BTEC Countryside and Environment students to develop a growth mindset by offering voluntary after school lessons. Initially students were taught about growth mindset theories and offered the option
of attending extra lessons. Students were given a questionnaire before and after the study to discover whether they had developed a growth mindset over this time. Observations were
also taken when they showed signs of fixed and growth mindset behaviours and their predicted grades were compared before and after the study. This research has shown that the after school lessons have had a positive impact on the students who chose to attend. Those who attended the most lessons have shown the
greatest improvements in their grades over this time. They have also shown the most signs
of a growth mindset and the least signs of a fixed mindset over the period of study. However,
as no observations were made prior to the study, there is no evidence to show whether this
has improved or whether those students already had a growth mindset.

Click here for the full study.

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The Effectiveness of Target Setting to Improve Intrinsic Motivation

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The Effectiveness of Target Setting to Improve Intrinsic Motivation

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The action research outlined in this report focused on the issue of intrinsic motivation and the ways in which it can be stimulated. Target-setting was trialled as a way of improving academic motivation; students their own targets and changes to motivation were measured using both quantitative and qualitative data. The research was shaped by humanist theory.
The emphasis was therefore placed upon students guiding their own path, while the teacher acted as facilitator and paid attention to individual needs in one-on-one tutorials (Rogers,1995). This student-centred approach was found to be successful in improving teacher-student understanding and the process of discussing each individual’s concerns in tutorials
may in itself have improved student motivation.

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Is there a link between
educational success and
resilience in mature learners on an Access to Nursing course at a FE
college, and can resilience be improved?

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Improving Learner Resilience Through Storytelling

Many researchers have highlighted the importance of resilience and perseverance for the success of a student (Duckworth et al., 2007).  This research looks into whether student resilience can be improved through storytelling.  Students are given stories of individuals who have demonstrated resilience throughout the research period.  Data is then collected through self-reporting questionnaires to establish whether the students’ resilience has improved as a consequence of the stories.  The result showed a positive correlation.  The majority of the students have shown an improvement in their resilience through the questionnaires.  It is worth noting that due to the limitation of self-measuring instruments, these conclusions cannot be taken as facts.   However, these conclusions demonstrate that this is a viable path for research.  More time and a better research methodology will yield a better substantiated research.
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Can Strategies for Behavior Management Help?

This research project sets out to try and discover  if there were effective strategies that could help noncompliant learners become compliant learners in a classroom environment.. In the process, 3 teachers, 3 noncompliant learners and 3 compliant learners were involved for this research project;  Participating in semi structured interviews and the attendances of all learners were taken into account for the selection process of this project. The 3 noncompliant learners were given strategies to help them manage themselves in a classroom environment and 3 compliant learners were used as observers who were present in similar lessons to the noncompliant learners. The results showed that there are strategies that can help learners in their lessons.
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Getting students – especially female students – to engage with guest speakers

The use guest speakers in Higher Education can bring to the classroom an authoritative voice with real-world experience.  However, student engagement with guest speakers measured by questioning rates can often be low, especially among females.  This action research examines student engagement and whether it is gender-defined using quantitative and qualitative data drawn from a survey and analysis of interview responses.  While this research establishes conditions that make all students more likely to engage with guest speakers, it remains less clear why females have lower questioning rates.
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How does DISC profiling (personality tests) impact lesson planning and learning outcomes?

The purpose for this project was how to tailor learning to individual learners regardless of class size. With a smaller class, ten or less, there is ample opportunity to build rapport with learners in order to plan lessons. By class size this means how do we build rapport and coach learners with a higher number of students. Thus this

project utilises a personality test (DISC) to gain more insight of each learner within a class. The impact on lesson planning and learning outcomes in relation to the test

results was then measured. This was measured through observations of student interactions, evaluations of lesson plans and questionnaires to gage how the individuals really felt.
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