https://prezi.com/1ymiaaquzv3w/4-mat-droga-do-sukcesu-ucznia/
4mat research in Poland
Two subjects (Physics and English) were taken into account while examining 4MAT and its influence on:
a) Students’ attitude towards learning
b) Students’ results (their knowledge and skills)
The experiment was conducted for one year (exactly from September 2014 to May 2015) on students who came to junior high school after primary school (13 years old teenagers). Class 1c and class 1e (4mat) were created taking into account similar knowledge and skills after primary schools (results of tests). Class 1d was also introduced to 4mat. In September 2014 all students at school took part in diagnostic tests. In case of Physics the tests as usually were prepared by Physics teachers from school. In case of English there is a big evaluation in Poland conducted by a publishing house Pearson. Students wrote 2 pre-tests (September): knowledge test (grammar and vocabulary) and skills test (reading, writing and listening). There were both multiple choice questions and open tasks (these were the most important for us – real knowledge and skills, not accidental shot of a good answer). In May students’ knowledge and skills were assessed by means of 2 posttests (knowledge and skills).
4 mat was also tested on other classes as soon as we started official training with Bernice (since February 2014).
Here are the results:
English
|
Pretest – grammar and vocabulary (May) |
Pretest – skills |
Pretest – grammar and vocabulary (September) |
Posttest – skills |
1c |
30% |
37% |
38% |
29% |
1e (4mat) |
28% |
44% |
42% |
41% |
Population (26696 students in Poland) |
42% |
50% |
49% |
44% |
English writing skills were especially important in the research as writing as a productive skill is much more challenging and difficult for students than receptive skills such as listening and reading. It was also important as students had to produce language (no chance to shot the answer as in reading or listening multiple choice tasks). Students were supposed to write an email (30-80 words).
The results of the written task
1c |
21% |
1e (4Mat) |
45% |
School |
31% |
Population |
37% |
What’s interesting – 47% of class 1c didn’t even try to write an e-mail. In a 4mat class every student made an effort to do a task.
From the above – 4Mat class had better results than other classes at school and population in Poland.
The results of other classes at school
Class |
Pretest – grammar and vocabulary (September) |
Pretest – skills (September) |
Posttest – grammar and vocabulary (May) |
Posttest – skills (May) |
1a |
46% |
49% |
50% |
43% |
1b |
32% |
38% |
42% |
32% |
1c |
30% |
37% |
38% |
29% |
1d (4Mat) |
29% |
51% |
51% |
49% |
1e (4Mat) |
28% |
44% |
42% |
41% |
1f |
23% |
30% |
28% |
22% |
School |
31,6% |
41,5% |
41,8% |
36% |
Population |
42% |
50% |
49% |
44% |
English – the results of final exams (the last year of junior high school).
These classes were longer exposed to 4Mat lessons (about one year and a half). Students knowledge and skills were assessed after primary school and again after junior high school by Central Exam Committee in Poland.
Class |
The results of pretest in comparison to the results of Lower Silesian province |
The results of posttest in comparison to the results of Lower Silesian province – basic English exam |
The results of posttest in comparison to the results of Lower Silesian province – extended English exam |
3A |
1,53% |
4,55% |
-8,33% |
3B |
26,33% |
34,85% |
56,25% |
3C |
11,73% |
9,09% |
10,42% |
3D (4 MAT) |
28,06% |
41,77% |
65,18% |
3E (4 MAT) |
1,81% |
18,18% |
16,67% |
3F |
-19,35% |
-28,79% |
-50% |
3G |
-10,97% |
-21,21% |
-41,67% |
School |
5,19% |
6,06% |
6,25% |
Comparing especially classes with similar potential at the beginning (3A and 3E) we can see that final results are much better in a 4Mat class.
From the above – 4mat class had much better results than class 1C. 4mat students were also much eager to take part in solving open tasks, therefore the results are much better. In class 1C many students didn’t even try to solve open tasks.
The results of open tasks in a posttest
Open tasks |
Class 1C |
Class 1e (4MAT) |
1 |
24% |
44% |
7 |
33% |
51% |
8 |
6% |
34% |
Physics – the results of final exams (the last year of junior high school).
These classes were longer exposed to 4Mat lessons (about one year and a half). Students knowledge and skills were assessed after primary school and again after junior high school by Central Exam Committee in Poland.
The results of Physics in 4MAT classes IIIA, IIIE, IIIF in comparison to class IIIC and other Science classes (Biology, Chemistry, Geography)
Class |
Number of students |
The results of pretest in comparison to the results of Lower Silesian province |
biology |
chemistry |
physics |
geography |
Exam results |
3A 4MAT Physics |
17 |
-6,49% |
0,56 |
0,49 |
0,56 |
0,42 |
0,51 |
3C
|
24 |
10,20% |
0,52 |
0,54 |
0,54 |
0,60 |
0,548 |
3E 4MAT Physics
|
20 |
-6,41% |
0,45 |
0,42 |
0,54 |
0,41 |
0,458 |
3F 4MAT Physics |
19 |
-22,66% |
0,45 |
0,45 |
0,53 |
0,39 |
0,457 |
school |
|
1,86% |
0,53 |
0,53 |
0,56 |
0,51 |
0,532 |
Lower Silesian province |
|
0,00% |
0,51 |
0,50 |
0,52 |
0,49 |
0,509 |
Badania prowadzimy przy wsparciu pracowników naukowych dr Beaty Bajcar, dr Grzegorza Jastrzębskiego