promotion of academic achievement of junior high school students through enhancing their...
TRANSCRIPT
Promotion of academic achievement of junior high school students through
enhancing their self-efficacy by a contrived success experience
Kazuo Mori & Akitoshi Uchida Tokyo University of Nagano Sairyo Junior
High School Agriculture and Technology
DIV05-OC10 Academic achievement, 13:00-14:30 July 10th, 2014, Room 203 Floor 2
A Vicious Circle in School
HighAchievement
High Self-efficacy
High Motivation
LowAchievement
Low Self-efficacyLow
Motivation
HighAchievement
High Self-efficacyHigh
Motivation
In order to cut the vicious circle…
We need to let them get a high achievement score…
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Therefore, schoolteachers…give easy tasks to low achieving students. However, it is self-evident to them as well as their classmates that those tasks are easy ones.Getting a high score itself… does not suffice for promoting their self-efficacy. For getting a confidence, they need to get a higher score than their classmates. Then, how can we let low achieving students to get higher scores than their classmates? If they would, they’d not have been low achieving students!
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Crucial Point: Anagram Tasks
STIPUD(Easy task)
Thirty anagrams with five Japanese letters・ Ten tasks were prepared with two levels of difficulty・ Twenty were used for both conditions
PSITDU(Difficult task)
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Research PurposeTo examine whether a contrived success on anagram tasks in junior high school students may promote their subsequent academic achievement through enhanced self-efficacy.
Method : The fMORI Technique
LCD projector (EPSON LP-700) The G fragment and
the R&B fragments are projected together onto the same screen.
Two pairs of polarizing sunglasses can separate the G fragment and the R&B fragments.
T
S
Red & Blue
Gre
en
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Since the Green and the other two (Red and Blue) LCD panels are placed perpendicularly in the projector, either the Green or the Magenta fragments can be separately blocked by
polarizing filters. (See Mori, 2007, for details.)
High achievers
Method : Participants・ Easy-Task condition: 78 studentsFour to six students from each class, 78 (35 boys and 43 girls) in total, were chosen from the 26-75 percentile ranks on the recent achievement tests.
・ Difficult-Task condition: 227 studentsThe 227 students (121 boys and 106 girls) were selected from the 26-75 percentile ranges, corresponding to the percentile ranks of the target students.
・ There were 617 students participated in total, including those in these experimental conditions. 6
Only four to six students in each class wore the sunglasses which allowed the viewers to see the easy tasks.
LCD projector
Method: Task Presentation
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Experimental Procedure
・ Each task was presented for 10 seconds with a 5 sec. interval.・ Ten common tasks were followed by another ten common tasks with ten critical tasks randomly mixed among them.・ Lastly, only the well-performing students were asked to raise their hands in the class to indicate their number of correct answers.
General instructions
Ten common tasks
Ten common tasks and ten critical tasks
were randomly presented.
Appreciation of those who did well
in the class.
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Self-efficacy Rating
As expected, the students in the Easy Task condition
performed well.
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Participants predicted their own success on a 5-point scale in answer to the question; “How well will you perform in the word reconstruction game?”
・5= Very well・4= Well・3= Neutral --
Average・2= Poorly・1= Very poorly
Number of Tasks Solved
Results : Self-efficacy Change
Easy Task Performers experienced an enhanced self-efficacyafter their success on the tasks. The effect lasted one year or more.10
Results : Academic Achievement
The target boys raised their academic achievement scores statistically higher than their counterparts. No significant differences were found among the girls. Please note that the gradual decline of
the other groups are only illusionary (Mori & Uchida, 2012)11
References• Mori, K. (2007). Projecting two words with one machine: Presenting two different visual
stimuli using just one projector without viewers’ noticing the duality. Behavior Research Methods, 39, 811–815.
• Mori, K. & Uchida, A. (2009). Can contrived success affect self-efficacy among junior high school students? Research in Education, 82, 60-68.
• Mori, K. & Uchida, A. (2012). The leading group effect: Illusionary declines in scholastic standard scores of mid-range Japanese junior high school pupils. Research in Education, 87, 64-74.
AcknowledgmentsThis research was supported by Grants-in-Aid from the Japan Society for the Promotion of
Science to AU (Grant No.19905005) and to KM (Grant No.16653054 & 23653182). We obtained the informed consent of the principal and vice-principal of the junior high school
before we conducted this experimental research. It was approved by the ethical committee of Tokyo University of Agriculture and Technology in 2009. We also explained the
presentation trick directly to the participants one month after the anagram tasks. We wish to express our thanks to the principal and teachers of Shinonoi Nishi Junior High School,
Nagano, Japan, for the opportunity to conduct this experiment and to the students for participating in the experiments. We also thank Kazue Ohta, Kosuke Goto, and Yu Satoh
of Shinshu University for their help during the anagram task administrations. We are indebted to Rebecca Ann Marck for her superb work in editing the English manuscript. 12