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Introduction

The affect of culture on achievement in the Extended Essay, Theory of Knowledge, and the learning process. Introduction. Education is becoming increasingly internationalised Significant cross cultural issues Intercultural – a better term?. Role of culture.

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Introduction

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  1. The affect of culture on achievement in the Extended Essay, Theory of Knowledge, and the learning process

  2. Introduction • Education is becoming increasingly internationalised • Significant cross cultural issues • Intercultural – a better term?

  3. Role of culture • “… an enduring set of values, beliefs, and practices that distinguish one group of people from another”. (Dimmock and Walker, 2000)

  4. Implications of culture Characteristics of a group of people that are: • Conditioned by the same education and life experiences • …same mental programming (Hofstede) • Reflects the common beliefs

  5. Culture learning and knowledge • Learning is changing what we know • Process of converting information to knowledge • Culture helps determine this conversion process

  6. Culture learning and knowledge Key questions are: • What is to be learned, and • How is it to be learnt? • Answered by the priorities set by a culture

  7. Culture learning and knowledge Knowledge can be represented as • Declarative knowledge • Semantic knowledge • Episodic knowledge • Procedural knowledge

  8. Culture learning and knowledge • Culture prioritises knowledge • What is important • What is useful • Culture contributes to the learning process by providing: • The learner with the knowledge for their thinking • The processes and tools for thinking

  9. Differences in approach to learning Some culture belief that: • Learners should accept ideas without question, ‘taking them in’ • Learning best occurs by discovering new ideas for themselves

  10. Significance of language • A culture can change how people think • A culture can define a language and a language can define a culture • Superficial similarities • At a deeper level understanding is required and this depends on values

  11. How does culture affect achievement? • Inculcate what is known and valued • Replaces what is known and valued by new knowledge

  12. Significance of the EE and ToK • The ToK is intended to lead students to improve their understanding of knowledge • The EE develops students ability to research, organise and enhance knowledge

  13. Achievement in the EE and ToK • ToK scores in the oral presentation, essay and total ToK score • EE scores in the general criteria, subject specific criteria, H score and total score for the EE

  14. Approaches to learning • See handout LPQ – Approaches to Learning

  15. Aim of study (A) Investigate the extent to which culture (as defined by language A1) affects achievement in ToK and extended essay (B) The affect of culture on students’ approaches to learning

  16. (A) The affect of culture on the EE and ToK • 462 students • 7 schools • Language A1 groupings • 364 (79%) students in Group 1 (English) • 70 (15%) students in Group 2 (Asian) • 28 (6%) students in Group 3 (Other)

  17. Data • See Table 1 Handout • Table 1: The mean, standard deviation, and level of significance for the cultural groupings and components of the extended essay and ToK

  18. Extended Essay Is a complex piece of work that requires students to use a range of skills in an integrated goal focused way, at various phases to see the essay through to completion

  19. Data • See Table 2 Handout • Table 2: subject area choice for the EE for students from Group 1 and 2

  20. ToK • No difference between the means for Group 1 and 2 implying that ToK is taught in an effective way allowing students from both cultures to achieve at a similar level • Consistent with the view that Asian students have a strong belief in their ability and effort necessary for success

  21. (B) The affect of culture on the learning process • Do the same patterns occur in the LPQ • Does on cultural group differ from another

  22. (B) The affect of culture on students’ approaches to learning • 5 schools • 263 students • Language A1 groupings • 231 (88%) students in Group 1 (English) • 32 (12%) students in Group 2 (Asian)

  23. Data • See Table 3 • Table 3: LPQ – motivations and strategy

  24. LPQ – motivation and strategy • Surface motivation, deep strategy and achievement strategy are not significant at the 0.05 level • Deep motivation, achievement motivation and surface strategy are significant at the 0.05 level

  25. Data • See Table 4 • Table 4: LPQ: Student responses on the basis of culture

  26. Conclusion • Complexity of the learning process • Teachers must remember the difference between the learning process and achievement/outcomes • As the IB spreads over cultures, student achievement will remain high

  27. Email address david.hamer@carey.com.au

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