1. The effects of an after-school learning space ACTION RESEARCH BY NEIL COMMONS, JUNE 2014

2. Student learning environments stay at home photographer via Compfight cc

3. Student learning environments CAMBODIA HISTORY Photo Credit: ccdoh1 via Compfight cc LANGUAGE Photo Credit: woodleywonderworks via Compfight cc

4. Research question What is the effect of an after-school learning space on student academic achievement and their confidence in MYP Science? CONFIDENCE Photo Credit: Virginia Guard Public Affairs via Compfight cc ACADMEIC ACHIEVEMENT Photo Credit: ralph and jenny via Compfight cc

5. Review of literature - positive The data indicate that a couple of hours a week of students effort on homework combined with the attention from an adult can lead to significantly better school achievement. Bender and Stahler (1996) The data suggest that after-school homework-assistance programs can serve a protective function for children at-risk for school failure, particularly those who do not have other structured after-school activities or those whose parents do not speak English at home. Cosden, Morrison, Gutierrez and Brown (2004)

6. Review of literature - negative In general, the availability of homework assistance at home, the quality of the after-school homework program and the nature of the homework assigned will mediate the effect of these programs. Cosden, Morrison, Gutierrez and Brown (2004) Having positive experiences in the club, however, depends on important elements such as stimulating homework assignmentsupdated staff Sancore (2002)

7. Review of literature - change The results demonstrate an increase in the achievement of students who participated on a regular basis. We find that the performance of students who never participated in the program and the low-level participants showed no change Bender and Stahler (1996)

8. Research design: Variables Dependent: The change in academic achievement and confidence in MYP Science Independent: The availability of the after school learning space as a positive learning environment Attribute: A difference in the impact of the learning space on English as a second language learners

9. Research Design: Sample The two groups taken from this sample were known in school as 10A and 10B and hence these were groupings of convenience but these classes had been designed to have a similar academic level and with a similar distribution of ESL students. Sample size 27 Age range 15 to 19 years old Sex distribution 46% Female 54% Male Nationality breakdown 44% Cambodia, 18% Korea, 7% USA and Australia, 4% Pakistan, Kenya, China, Malaysia, India and Thailand ESL students (paying for support) 4 students English language B 5 students Notes These students were only fully introduced to the MYP during grade 9.

10. Research Design: Intervention

11. Instrumentation and data collection Pre and post intervention MYP Science confidence surveys Pre intervention academic achievement using end of grade 9 MYP Science criterion total Post intervention academic achievement using car safety unit MYP Science criterion total

12. Threats to validity Maturation - group 2 will complete the car safety unit later with additional MYP Science experience History - All participants could have been impacted by different prior experiences although this should be reduced as there was only one grade 9 teacher of science. History The unit related to the intervention is Physics and there may be historical reasons why certain students perform better in this science specialism. However, the criterion related assessment of the MYP is skill based on not subject specific so this should reduce the impact. Mortality (loss of students) There may always be students who relocate during the academic year.

13. Results: Achievement Pre Post Pre Post Control Intervention 25 Mean final criterion levels total 20 15 10 5 0 Mean final criterion levels total 21.3 16.3 22.4 21.1 NOT STATISTCALLY SIGNIFICANT

14. Results: Confidence Pre Post Pre Post Control Intervention 17.6 17.4 17.2 17.0 16.8 16.6 16.4 16.2 16.0 Mean confidence in Science Mean confidence in science score 17.1 16.6 17 17.5 NOT STATISTCALLY SIGNIFICANT

15. Results: Participation y = 0.0172x - 1.4007 R = 0.0003 8 6 4 2 0 -2 -4 -6 -8 0 2 4 6 8 10 12 Change in criterion levels total Number of learning space session attended

16. Results: Achievement (ESL) Pre Post Pre Post Control Intervention 25 Mean final criterion levels total 20 15 10 5 0 Mean final criterion levels total 20.3 17 16.3 14.8 NOT STATISTCALLY SIGNIFICANT

17. Results: Confidence (ESL) Pre Post Pre Post Control Intervention 18 16 Mean confidence in science score 14 12 10 8 6 4 2 0 Mean confidence in science score 16.3 14.3 13.5 14 STATISTCALLY SIGNIFICANT

18. Discussion Change in achievement and confidence in the group with access to the learning space better Overall changes not statistically significant ESL confidence change due to intervention was statistically significant Regular attendance was not seen so full impact of the learning space not experienced

19. Action plan To increase regular attendance: Students guided towards attendance in learning and behavior contracts All staff involvement in supporting the learning space with a organized rotation Staff encouraged to use the learning space to provide additional support Subject themed support night e.g. Mathematics Monday

20. References Bender, D. S., & Stahler, T. M. (1996, Novemebr). After School Homework Centres: A Succesful Partnership. Middle School Journal, 28(2), 24-28. Cosden, M., Morrison, G., Gutierrez, L., & Brown, M. (2004). The Effects of Homework Programs and After-School Activities on School Success. Theory into Practice, 43, 220-226. Sanacore, J. (2002, November - December). Homework Clubs for Young Adolescents Who Struggle with Learning. The Clearing House, 98-102.