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Reacture vs. Traditional Learning Outcomes

The document contains test scores, achievement levels, and feedback from pupils comparing a traditional and reactive teaching method. It includes tables showing test score differences between the two methods and achievement levels. A journal entry from the teacher notes pupils had difficulty and went to friends for help during the lesson, suggesting confusion. Interview responses from four pupils give a mixed review of the new method, with one pupil saying it helped understanding, one somewhat, one disliking it, and one not providing an opinion.

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Norhairi Zainuddin
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9 views3 pages

Reacture vs. Traditional Learning Outcomes

The document contains test scores, achievement levels, and feedback from pupils comparing a traditional and reactive teaching method. It includes tables showing test score differences between the two methods and achievement levels. A journal entry from the teacher notes pupils had difficulty and went to friends for help during the lesson, suggesting confusion. Interview responses from four pupils give a mixed review of the new method, with one pupil saying it helped understanding, one somewhat, one disliking it, and one not providing an opinion.

Uploaded by

Norhairi Zainuddin
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

1.

Test
Table 5
Comparison of Test 1 and Test 2 scores.
Pupils

Test 1 (%)
(Traditional)

Test 2 (%)
(Reacture)

Difference

A
B
C
D
E
F
G
H
I
J
K
L
Mean of
the scores
Table 6
Analysis of achievement levels for Test 1 and Test 2.
Achievement Levels

TEST 1
NO.

Grade A (80% - 100%)


Grade B (60% - 79%)
Grade C (40% - 59%)
Grade D (20% - 39%)
Grade E (0 % - 19 %)

TEST 2
NO.

2. Questionnaire

Table 7
Comparison of the mean between the Traditional and Reacture methods.
No.

Items

Mean
Traditional

Difference

Reacture

1
2
3
4
5
6

Figure 4. Sample of
Pupils Work

3. Journal Entry
I found that the pupils have difficulty during the lesson. This is supported by the
journal entry as below.

During the lesson, many pupils went to their friends places to receive
ask their friends how to do the task. I heard the pupils explained to
each other. This meant they did not know how to answer the task
sheets? I think I have described the things clearly and I even explained
the whole thing for the second time. But the pupils are still confused
with the prepositions learnt today. Is it because they do not pay
attention while I teach? The method was not interesting enough to
capture their attention? The method confused them? The method did
not able to help them to understand and use prepositions correctly?
(Journal Entry No. 62, 9th April 2014)

4. Interview data

Pupil C : Yes. I think the method helped me to develop my understanding on


prepositions. It is interesting. I like the game. It is fun.
Pupil D : A little bit. I think so.
Pupil F : I guess so. I dont like the game. I cannot learn while playing. And
the game is boring. And my group members didnt want to
cooperate with me.
Pupil L : Dont ask me. I dont know.

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