Module 2 - Unit 2_Activity 1_Student Data Analysis

Initially, looking at the class profile, there is a seemingly broad range of ability levels when observing their GPA levels. So initially I wanted to look at the averages of the students as a whole and also by gender to identify any possible gender based discrepancies. As you can clearly see, there are no particular discrepancies displayed by either sex on first glance. The class’ average GPA is 3.16, with the females coming in at 3.18 and the males at 3.15, nothing I would consider alarming.

I only thought it would be fair to exclude students with acute learning difficulties or those awaiting results as their GPA may not be a true reflection of their knowledge and skill due to their difficulty in retaining attention. Looking closer at the student’s GPA scores based on gender for a more comprehensive insight, I looked at those above and below the class average from both sexes. Again, nothing alarming to note as they are about the same. There are 9 students being represented within this chart and the 11.1% lead of females with above average GPA scores is the representation of one student among 4 males and 5 females.

Next I wanted to identify if any of the differences in GPA were rooted in language barriers. After all, these students are from an international school with students with a rich variety of native languages and different cultural backgrounds.

Although, as you can see, the top GPA scores belong to students from the USA, Finland and Mexico with the native languages being respectively English, Finnish and Spanish. The students with below average GPA scores have an equally diverse set of native languages, which suggests to me it’s not a language barrier problem. I also considered the possibility that it may have something to do with the scholarships, but Hank B. is excelling in his scholarship, Addie C. Is only slightly below the class average and Suna M. is greatly below average which told me there’s little to no discernible correlation.

Then I began to run comparisons of results from students enrolled in the AP/IB classes against those who were not. It’s clear to me that there is a strong correlation between having AP/IB classes and having a high GPA score. 3 of the 5 students enrolled in AP/IB classes are performing above the class average, 1 student is performing only slightly below the class average while the lowest scoring student is seeing an occupational therapist for undisclosed reasons which suggest to me that there are other factors affecting their progress that are beyond the classroom setting. Any student not in the AP/IB classes are below the class GPA average, none are above it.

This brings to my attention a few possible factors and influences that may be missing or poorly implemented from the classroom or schools practices. Through observation of the data, my concern is that the non AP/IB students may not feel the lessons or the materials are relevant or hold no value to them. Students studying the AP or IB classes often have their sights set on university and/or studying abroad which gives the classes they study purpose and meaning leading to greater levels of self- motivation. This is covered in Hattie’s 2018 list of factors related to student achievement.

Having their own learning goals has an effect size of +0.68, deep motivation +0.69, their own field independence at +0.68 and self-efficacy to produce results +0.92. They all add up to make a noticeable difference in the students ability to produce results. If the students without the AP/IB classes don’t see the relevance and value of the teachings then they can lack these factors and more.

I think a good way a teacher can maximise the students progress is to designate a slot of one-to- one time with each student through the week where the student can discuss anything they want or need to.

Student’s can bring forward concerns or discuss what they’re struggling with (help seeking +0.72), and teachers can bring forward thoughts and feedback (+0.7) in an open and supportive manner. Furthermore, teachers can assign student specific tasks with the core purpose of using the students interests and strengths the build on prior knowledge (+0.93) learnt in the class. The tasks don’t need to be academic, what they need to do is develop self-confidence, motivation and their field independence (+0.68) and ultimately, give value and relevance to what they’re learning. The individual tasks help harbour self-efficacy (+0.92) and reinforce their own learning goals (+0.68).

The class does have one child with ADHD and another which potentially has learning difficulties. These children, should of course have their own designated one-to-one time, however, I believe their parents and the collaboration of teachers is paramount to ensuring the students have accessibility to the learning opportunities available. ADHD, according to Hattie’s list, is the most detrimental factor to a students achievements by its effect size, which is -0.9. To minimise distractions for Ives (the student with ADHD), it could be worth moving them away from doors and windows and removing distractions from the classroom while they are working. Incorporation more active tasks where students can get up and move or implementing more tactile stimulation elements into the class can also have positive effects. By having frequent breaks between activities, or breaking activities into smaller segments with greater variation of work can help maintain their attention. The information needed for completion should be immediately at hand for them, either by being directly in their line of sight or close at hand, and frequent reminders of where the information is can help. The specifics on how to manage the needs of any individual with ADHD is a bespoke approach that requires the support and efforts of the family and the teaching staff as a collaborative whole. If the needs of the individual are poorly met then their learning difficulties can make learning obstructions for their classmates, potentially causing the students to feel held back (retention -0.32) and even boredom (-0.49).

References

CAST, (2020). The UDL Guidelines. Retrieved September 30, 2020, from http://www.cast.org/impact/universal- design-for-learning-udl#.XxXI9ZNKiqQ Now, T. (2020, August 19). M2U2A2 Teaching Diverse Students Sample Classroom Profiles. Retrieved September 30, 2020, from

https://drive.google.com/file/d/1F0TWMUgSdhBAwxryRSBAELaHyQsL1V18/view Waack, S. (2015, October 27). Hattie Ranking: 252 Influences And Effect Sizes Related To

Student Achievement. Retrieved September 30, 2020, from https://visible-learning.org/hattie-ranking-influences-effect-sizes- learning-achievement/