YEARS 7–12 IDEAS
ARTICLES
FOR THE CLASSROOM
Enhancing Adaptability in Grade 9 Boys through Task-Based Learning (continued)
Figure 2. Adapting to work in Physneyland
Figure 3. Success in Physneyland
Figure 3. Success in Physneyland
Intersections with Adaptability
to cover to
a gauge
class in
order
to take fitted
photographs or to conduct
Intersections with
Adaptability
Further
analysis of the qualitative categories was undertaken
if they
naturally
focus group interviews.
into qualitative
any of the three
adaptability
domains of behaviour, affection, or cognition (Martin, 2013).
Further analysis of the
categories
was undertaken
• The Scots College NGLS is unique; another NGLS may be
to gauge if they naturally
into any
of the be
three
adaptability
Upon fitted
inspection
it could
clearly
seen that they indeed did. “Positive feeling or good vibe”
quite different.
domains of behaviour, affection, or cognition (Martin, 2013). Upon
fits the affective domain because of the nature of the
language
boys used
to describe
• For
some the
stude nts
it was
not their an
first time in the NGLS, so
inspection it could be clearly seen that they indeed did. “Positive
their of adaptation
to learning”
the space
may
have differed from a boy
response domain
to the NGLS.
“Recognise
the space on
and
“greater
feeling or good vibe” emotional
fits the affective
because
of the the impact
who was
brand
to the space.
nature of the language
the boys used
to describe
an emotional
engagement
with learning”
fit into
the cognitive domain,
as these
two new
categories
are distilled
• This action research project only used one class as the
response to the NGLS. “Recognise the impact of the space on
from the boys talking about how their thinking changed as the period of the action continued.
research sample, out of two that were experiencing team
learning” and “greater engagement with learning” fit into the
Finally,
“independence”
fits
into
the
behavioural
domain
because
the
data
collected
in impact
this on the data collected.
teaching.
This
may
have
had an
cognitive domain, as these two categories are distilled from the
boys talking about how their thinking changed as the period
• Many data were collected through student self-assessment.
of the action continued. Finally, “independence” fits into the
Future studies should consider data from sources outside
behavioural domain because the data collected in this category
student assessment to polyangulate 12
data further and to
describes how students changed their behaviour in ways that
increase the validity of the research.
impacted their independence across a broad range of activities.
Given these limitations, the validity of the action research process
This neat intersection provides further support to suggest that the
is maintained by the clear response of the boys in how they
students successfully adapted to the space.
articulated their responses in the data and by following the action
research method.
Conclusion
The success of this action research project is clear, and the
research question was answered by the four categories which
emerged from an analysis of the data. Task-based learning
helped boys adapt to a NGLS by fostering a positive affection
for the space, enhancing independence in their learning, giving
boys an awareness of the space they were in, and increasing
their engagement in learning. Not only did the boys adapt but
they excelled beyond the expectations of a classical classroom
as a result of TBL in NGLS.
It is evident that more research in the area of NGLS and matching
pedagogy should continue throughout secondary schools.
Secondary school cultures often have a high focus on student
outcomes, most directly met by quality of learning that occurs in
the classroom. It is important to find the teaching and learning
techniques that work best for boys if these spaces are to be
utilised to their potential. TBL is one technique among many
that is likely to be successful in a NGLS; however, finding which
techniques work best for each space may take the community
of teachers much time and effort. The definition of TBL remains
malleable enough to review and adapt for use in many types of
NGLS. It is for this reason that it was used in this project and
hopefully can be translated into other classrooms with ease.
There are some limitations to consider, including:
• The ability to collect data at regular intervals over the sustained
period of action was a challenge. I often needed a colleague
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 3