What effect does science club have on pupil attitudes, engagement and attainment? Introduction Dr S.J. Nolan, The Perse School, June 2014 One of the responsibilities of working in an academically selective school is to extend and enrich the learning of pupils wherever possible. Although there is extensive research supporting the use of extracurricular activities to promote engagement, attainment and continued participation among 'weaker' pupils (for a useful summary see Brown, 2000), the outcomes for 'gifted' pupils are often less clearly defined. The aim of this research is to ascertain the effect that science club has on pupil attitudes, engagement and attainment. The findings of this research should therefore demonstrate whether the current format of extracurricular science provision is suitable for its intended purpose. The Perse Upper School is an academically selective coeducational independent school in Cambridge with approximately 1,100 pupils across Years 7-13. It regularly produces some of the best exam results in the country and it has an unusually strong pupil intake. When pupils joining the school are assessed using the Middle Years Information System (MidYIS), (Foster and Metcalfe, 2010), they outperform pupils from similar schools; relative to an independent schools baseline of 100, a typical Perse pupil scores 114. In the context of an academically successful school, with a large number of pupils who would be deemed gifted and talented elsewhere, it is important that the extracurricular science provision is sufficient for the educational needs of those pupils. In the lower school this takes the form of a science club. Science Club is open to pupils in Years 7 9 and approximately 10 pupils attend each session (most from Years 7 and 8). Pupils are not expected to attend every session and the pupils attending varies from week to week. The club meets once a week for 45 minutes after school during the Michaelmas and Lent terms. Each meeting is run by a different member of staff, with a new topic being covered each week, usually centred on an off-curriculum practical activity. The science club is run with a view to enriching pupils' experiences of science in an enjoyable manner. It also forms part of the science departments' commitment to extending pupils through the school-wide super curriculum program. While the club is well attended, there has been no previous analysis of its effect on pupils and there is some doubt in the literature as to the efficacy of such approaches (Hodson, 1993). This research sought to do so by investigating three areas: attitude, engagement and attainment. Details of the research methods used and the findings thereof are presented below.
This research described in this report was conducted during the 2013/14 academic year at The Perse Upper School according to British Ethical Research Association s Ethical Guidelines for Educational Research (2011). All pupil contributions were voluntary and the data derived from them have been anonymised. Pupil Attitudes It is often assumed when discussing extracurricular activities that only the most eager pupils will get involved. While this is true to some extent, pupils opting to join a club are by definition selfselecting, it is not necessarily the case that those pupils are necessarily the most confident scientists. To learn more about the sort of pupils attending science club and their attitudes to learning a diagnostic probe was used. The Myself-as-Learner Scale (MALS) developed by Burden (1998) gives an approximate metric for a pupil's attitude to learning. Pupils are presented with 20 statements and asked to choose from one of five possible responses (ranging from Strongly Disagree to Strongly Agree). Each response is scored from 1-5, with higher values indicating a more positive attitude to learning. Five of the twenty statements are phrased negatively to provide internal consistency. Although scores of between 20 and 100 are possible, values in the range of 60-80 are more typical for pupils in Years 7 and 8 (Burden 1998). As well as inviting pupils at science club to complete the MALS survey, responses were also invited from pupils in timetable classes. Collecting data from two groups made it possible to compare science club pupils with their peers in school as well as reported values from other schools. Science Club Perse Upper Burden (1998) Sample size 9 23 389 Mean 75 74 71 Standard Deviation 7 10 11 Minimum 67 42 42 Maximum 89 89 97 Table 1: Results of the Myself-as-Learner Scale for three different groups
The mean MALS scores across all three groups were very similar and lay within one standard deviation of each other. This indicates that despite achieving at a higher level academically, the attitudes of our pupils to learning are not significantly better than those in the comprehensive schools sampled in Burden's work. Perhaps of more interest are the relatively high minimum value in the science club sample and the seemingly low maximum values from both Perse samples. Given the number of pupils at the school, it would be reasonable to expect that some would have a poor perception of themselves as learners. Indeed we see some sign of this in the wider Perse sample where two respondants produced scores below 60. None of the pupils attending science club returned such low scores, although this could be due to the small sample size (n=9). In his work developing the scale, Burden performed orthogonal varimax factor analysis of the pupils' responses: by analysing the variance in the results for each question and between questions, Burden was able to infer some contributing factors to pupils' attitudes to learning. Pupils confidence in their learning was deemed to be the second most significant contribution (13% of variance). While the nature of this analysis is tentative, we can use it to suggest an explanation for the patterns observed above. Pupils at The Perse are in an unusual environment. Pupils who would be in the top set and on the 'gifted and talented' register at a comprehensive school, find themselves being no better than average in their class. Whilst this allows their classes to proceed at a pace appropriate to their learning needs, it could prevent them gaining the superiority and confidence that being in a more 'normal' class would bring. This would appear to fit with the MALS results for the wider Perse sample being average for the age of the pupils but with a lower maximum score. In the context of science club there are two important conclusions to be drawn from the MALS analysis. Firstly, that science club successfully appeals to a range of pupils, not just the most confident learners. Secondly, that the club currently fails to attract the pupils with the poorest selfimage as learners. There is significant evidence to suggest that extracurricular activities have a positive effect of this type of pupil and this is currently an area that the current science club format does not address.
Pupil Attainment Perhaps the most widely cited argument presented for extracurricular activities is the positive consequences that they can have for pupil attainment. As mentioned previously, each pupil joining the Perse School is assessed using the Middle Years Information System (MidYIS). As these assessments are taken at the start of the academic year, they are often used to monitor pupil progress and measure 'value added'. Although capable of providing much more useful detail on an individual basis, considering the mean scores for different groups is still informative. Group Mean MidYIS Score Independent Schools Baseline 100 Perse Upper Intake 114 Science Club 124 Table 2: Mean score using the Middle Years Information System for different groups. The average MidYIS score for pupils attending science club is significantly higher than that for the school's intake. Given that we have already established that science club pupils do not have an exceptionally positive self-image as learners, this is perhaps unexpected. The wide variety of topics covered in science club and the demanding level at which they are delivered would be well suited to those pupils with high MidYIS scores. MidYIS scores have been found to correlate strongly with external exam performance for most pupils in previous years. In order to establish whether or not pupils attending science club attain more highly than their peers, it will be necessary to adjust for their greater MidYIS scores. As science club runs only during Michaelmas and Lent terms, the internal examinations sat midway through the Summer term did not seem like the most suitable metric for science club pupil attainment. Instead the end of topic assessment records of each pupil were compared with their class average before being weighted against each pupils MidYIS results. This gave a relatively unbiased view of pupil attainment that showed pupils attending science club outperforming their peers in assessments but only by 3%. At first glance, an improvement of 3% in pupil attainment would appear to be disappointing (particularly given that it is statistically insignificant). However, it must be considered that the purpose of the science club is not currently designed with pupil attainment in mind. In fact efforts are made to avoid curriculum topics and offer a wider view of the sciences. This result should also
be considered in the context of a school where being within 3% of the average performance would most likely yield A*s or As in external examinations. It should also be noted that whilst the club is run with lower school (Year 7 and 8) pupils in mind, it is open to Year 9 pupils some of which attend regularly. This suggests that the level of challenge available to pupils in science club is sufficient to extend and enrich the learning of a wide range of pupils. Pupil Engagement Perhaps the most important aspect of science club is the effect is has on pupil engagement. The current format of science club is geared towards providing pupils with a stimulating range of topics that take them beyond the timetabled curriculum. The club is well attended and has been for a number of years, which gives some indication that the variety and challenge offered by the activities is appropriate. In order to learn more about pupils' engagement with science club a questionnaire was administered. Pupils were asked for written responses in three categories with no constraints placed on the format or length of those responses (most were one or two sentences in length). These were then coded in order to extract broader themes: for details see Appendix II. The questions posed were as follows: How do you choose which sessions to come to? Why do you come to Science Club? What do you like about it? Which was your favourite session? What made it the best? In analysing the results of the questionnaire it quickly became clear that the pupils enjoyed the club a great deal. Quite how much weight can be given to this conclusion is questionable given the undoubted reporting bias and small sample size, however it is interesting to consider the aspects of the club that the pupils most enjoy. The staff that run each science club session make an effort to offer pupils something different and interesting; happily this is something that is recognised by pupils. The variety of the topics covered was remarked on positively a number of times. Pupils felt that as well as broadening their knowledge in certain topics, that science club offered them an opportunity to try more advanced practical work than they had attempted in class.
Compared with some of the other extracurricular activities offered at the school, science club is one of the smallest: about 20 pupils have attended the club this year, with approximately 10 pupils in each session. The results of the survey shed some light on why this might be. Often pupils face scheduling clashes with other commitments, such as sports teams, and science club is not given priority. Equally some pupils pick and choose the sessions they attend according to their interests. Whilst this might sound like a lack of commitment, it also reflects a certain selfawareness on behalf of the pupils. If the science club is to truly meet the needs of pupils it must be responsive to those needs. Reassuringly, when pupils were asked about their favourite session, no two pupils chose the same activity. This speaks to the quality of the sessions across the schedule, suggesting that as well as offering breadth to those who are curious, they also offer some extension to those who already have an interest in the topic. Perhaps one of the more striking trends to come out of the results of the questionnaire is the differing attitudes of male and female pupils. A number of the girls preferred topics relating to animals whereas boys tended to prefer the physical sciences (with at least two actively avoiding anything to do with dissection!). It is perhaps concerning that these preferences fall so readily into existing gender stereotypes even if it is desirable that pupils pursue topics that are of interest to them. In considering the engagement of pupils with science club it is clear that the pupils not only enjoy the activities themselves but feel that they are learning from the experience. The efforts of staff in offering a broad range of stimulating activities have clearly had the desired effect and pupils appreciate the opportunity to explore new ideas beyond their timetabled lessons (such as pond dipping or building their own spectroscope). Conclusions The findings of this research clearly demonstrate the educational value of the science club as an extracurricular activity. Science club appeals to a broad range of pupils, not just the most confident learners. The variety and novelty of science club activities caters well to the range of pupil interests and promotes a breadth of interest that enriches the pupils' learning. Those pupils who attend science club tend to reach higher levels of attainment in the sciences, although no more so than is to be expected given their underlying capabilities. One way in which the science club could be used to greater effect would be if pupils with poorer self-image as learners could be encouraged to participate. These pupils may could benefit from the opportunity to work in the laboratory without any form of summative assessment. Perhaps in
this less pressured environment they would be able to develop their confidence and practical skills as well as a more intrinsic motivation for studying science. The smaller staff-to-pupil ratio offered during science club might also have a positive influence. Overall this research has shown the current format of science club to be an effective method for providing enrichment for lower school pupils. The variety of topics and the challenge presented to pupils are sufficient to satisfy pupils with particular academic strengths as well as appealing to pupils with a range of self-perceptions as learners. The exclusion of pupils with particularly poor self-perceptions as learners is concerning, as are the trends in gender stereotypes. Without further research it is not currently possible to establish whether these trends are general to the sciences as a whole, or science club in particular. Adapting the advertising for the club at the start of the next academic year is recommended as a strategy to widen participation in these two respects. Another area of possible further research would be the incorporation of educational visits in the science club program. References British Ethical Research Association (2011), Ethical Guidelines for Educational Research. London: BERA. Brown M.D. (2000), Science or Soccer? -- How Important Are Extracurricular Activities?, Education World, http://www.educationworld.com/a_curr/curr237.shtml, accessed 05/06/14 Burden, R. (1998). School Psychology International, 19, 291. Foster N., Metcalfe I. (2010), Using MidYIS Individual Pupil Records (IPRs) to Inform Teaching and Learning, Centre for Evaluation and Monitoring, Durham University Hodson D., (1993), Studies in Science Education, 22, 85-142.
Appendix I: Myself-as-Learner Scale The statements used to generate the Myself-as-Learner Scale are as follows: 1 I m good at doing tests 2 I like having problems to solve 3 When I m given new work to do, I usually feel confident I can do it 4 Thinking carefully about your work helps you to do it better 5 I m good at discussing things 6 I need lots of help with my work 7 I like having difficult work to do 8 I get anxious when I have to do new work 9 I think that problem-solving is fun 10 When I get stuck with my work, I can usually work out what to do next 11 Learning is easy 12 I m not very good at solving problems 13 I know the meaning of lots of words 14 I usually think carefully about what I ve got to do 15 I know how to solve the problems that I meet 16 I find a lot of schoolwork difficult 17 I m clever 18 I know how to be a good learner 19 I like using my brain 20 Learning is difficult
Appendix II: Pupil Questionnaires Pupils were asked for written responses in three categories. No constraints were placed on the format or length of pupil responses, although most were one or two sentences in length. Pupils 1 and 4 attended infrequently (less than half of all sessions). How do you choose which sessions to come to? 1. I chose by by what area it is (animals) 2. Whether I am free and my interest 3. I come to most sessions I am able to. However I don't enjoy dissections very much. 4. I listened in the bulletin, (unfortunately a lot of the time I had a match/or I was busy, so I couldn't make it.) 5. I come to all the sessions apart from ones I am obliged to miss and dissections (which make me feel ill). 6. If I have done the experiment befor- no!if not- Yes! 7. I try to come to all of them. Pupils pick and choose sessions according to their interests; the pupil who attended the fewest sessions was only interested in 'animals'. Some pupils avoid particular topics (dissections). When there is a clash with another commitment, pupils tend not to prioritise SC. Using the bulletin appears to be an important way to advertise sessions.
Why do you come to Science Club? What do you like about it? 1. It was very interesting and there is a range of activities for each of the different areas that you enjoy 2. I like extending knowledge and investigating outside of the curriculum. 3. I come to science club because I enjoy doing the experiments; seeing the science in action and learning about various different topics. 4. I really enjoyed last years science club at the prep, also at the club fair It looked really interesting 5. I come because I hope there is something exciting and fascinating happening. I like the broad variety of topics we cover. 6. New fun experiments. 7. We get to do more advanced things.we don't have to write a lot down.a lot of practicals/experiments.more interesting than what we do in our usual science lessons Pupils were very positive about the current format. The practical nature of the sessions, or at least the lack of writing, seems to make them better than usual lessons. Pupils also enjoyed the variety of activities. Given that pupils pick and choose the sessions that they attend, the variety seems to work well as most sessions attracted a decent number of pupils. If they did not enjoy an activity one week such as dissection then there seems to be a good chance that the next session will offer something more to their taste.
Which was your favourite session? What made it the best? 1. Pond Dipping because it was very interesting seeing all of the animals 2. Crime Scene Investigation by Mr Spiers because it was very interesting to me because of the investigations. 3. My favourite session was probably the solar cells from raspberries; the science behind it was very interesting or making paper towers; I enjoy creative tasks. 4. I really liked looking at the pond animals through the microscope, it was very interesting. 5. My favourite session was the one Doctor Tricker did on velocity and acceleration. I enjoyed learning about the relationship between the two. 6. pond dipping- unusual 7. I enjoyed the fireworks session for obvious reasons.the worm dissection was very interesting because we don't do anything like it in science lessons.pond dipping was very good as well.all sessions were very enjoyable. Pupils enjoy the opportunity to engage with tasks that they do not believe would fit into normal lessons fireworks and pond dipping as two examples. Also the idea of gaining knowledge or extension beyond lessons (acceleration and velocity with DMT, Crime Scene Investigation with PGS) also appealed. This mirrors the way in which we construct the activities. Female pupils also appeared to prefer biology/animals/microscope work. They tend not to attend physics/chemistry sessions. Pupils enjoyed creative tasks from the context this appears to mean activities in which they create something as opposed to tasks that require creativity.