YEARS 7–12 IDEAS
ARTICLES
FOR THE CLASSROOM
Enhancing Adaptability in Grade 9 Boys through Task-Based Learning (continued)
to demonstrate they had learned particular content points and
they were able to check in with the teacher to reinforce their
understanding. Tasks involved individual learning, small group
learning and large group lectures.
Data Type Adaptability Domain
Baseline Questionnaire Generic
Exit ticket Generic
• Making videos; Photographs Behavioural and cognitive
• Group presentations; Focus groups Cognitive, behavioural, and affective
Final Questionnaire Cognitive, behavioural, and affective
Other examples of tasks included:
• Stileapp (computer-based activities);
• Mini lecture;
Based on the nature of adaptability, an adjustment to the NGLS
would occur over a period of time after the initial introduction.
It was therefore important to include multiple data sources
collected at various points in time. This also gave an opportunity
to polyangulate points of interest in the data to increase the
credibility of the information gathered (Stringer, 2014). Previous
research suggests that 15-year-old low-achieving males find it
hardest to adapt, hence it was necessary to give boys multiple
opportunities to demonstrate their ability to adapt over the three
different categories (Martin, 2013) and to collect data around
each of these opportunities.
• Whiteboard (chalk talk);
• Worksheets;
• Teacher experiment demonstration;
• Practical tasks;
• Group research tasks;
• Individual research task.
In the design of each class task it was important to seek guidance
from the literature to create lessons that were informative and
engaging, and that addressed the needs of the boys to adapt to
the workspace. A collection of tasks aimed to consider the space
allowed boys a degree of freedom with their learning, connect to
the real world, and to cater for effective differentiation. Appendix
B shows an example of a TBL week schedule that was distributed
to students digitally.
The Analysis
Once data were collected, they were subsequently analysed and
coded. Within the analysis it was important to gauge similarities
and differences, with the aim of discovering new phenomena
relating to the use of task-based learning (TBL) (Stauss & Corbin,
1990). Data were further analysed to ascertain whether there
were indications of adjustment in the categories of behaviour,
affection, and cognition. As boys responded to surveys, they were
interviewed throughout the action period. Through my analysis
of the data, clear themes emerged which helped capture the
essence of the boys’ experiences.
Data Collection
It was integral to the scope of this project to collect qualitative
and quantitative data, as both data types provide different, yet
equally important, information in addressing the overarching
research question. Quantitative data were collected through the
use of Google Survey Forms. This diagnostic tool was used to
steer the direction of future data collection, analyse selected
binary outcomes of the action, and to act as a summative tool for
the final questionnaire. Qualitative data were collected by way
of survey questionnaires, photographs, exit tickets, and focus
groups. One strength of action research is its ability to collect
and make visible a stakeholder’s opinions, beliefs, views and
assumptions (Stringer, 2014). To this end, questionnaires and
focus groups, in particular, provided information in the students’
own language, giving the boys opportunities to describe their
experience throughout the action.
Discussion of Results
Through data analysis, I identified four major recurring themes:
positive feeling or good vibe; spatial impact; increased
engagement; and independence.
Positive Feeling or Good Vibe
Overall, it was clear that boys could articulate their positive feeling
towards the space, defined in the data as increased freedom and
happiness. As the action period progressed, one boy described
the experience as “a bit more free in here,” and another student
remarked, “It’s kind of a happier place…. You get a better vibe
from this classroom compared to others.” These statements
demonstrate how students attributed a positive feeling to the
space. Students also articulated their positive feelings compared
Previous research (Martin, 2013) suggests that to focus on
adaptability, the following domains should be considered:
behaviour, affection and cognition. The table shows the range
of different data types adopted and the adaptability domain to
which each one related.
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SCIENCE EDUCATIONAL NEWS VOL 67 NO 3