Tuesday, 6 December 2016

NCEA data analysis show acceleration in student achievement

Analysing my NCEA has enabled me to assess the impact of video and rewindable learning on student achievement.

Trying to work out what data is relevant is the key. My Level 2 and Level 3 PE class has had very high achievement. Much higher than any other class I have taught. However the students in my class were streamed on NCEA level 1 results. I had the high achieving class. Thus, comparisons to other classes and national statistics is flawed as the disengaged students were not attending.

My level 1 class were however randomly selected. There were three classes within the school. Each class faced the challenge of having dis-engaged students who were not putting in the effort required to achieve.

The standards I am using for analysis are both theory standards where rewindable learning opportunities were significant.

In analysing this data I did notice that the class that had rewindable learning opportunities had a significantly higher percentage of merit and excellence passes than the other two classes.

Class using Rewindable learning
Teacher 2
Teacher 3
3 credits
A - 17%
M - 22%
E - 9%
A - 44%
M - 4%
E - 9%
A - 16%
M - 0%
E - 0%
5 credits
A - 14%
M - 14%
E - 10%
A - 36%
M - 10%
E - 0%
A - 0%
M - 0%
E - 0%

This fits with my hypothesis that rewindable learning enables students to accelerate their learning and achieve at higher levels. The videos were significant in enabling students to either catch up due to absence or just because they forget knowledge and have to re-learn

In an earlier post I shared the students views on rewindable learning

Disappointingly significant numbers of students still gained Not Achieved. If a student is not going to listen to you in class, or complete work they are possibly not going to click on links via a website. Getting these students onto a website and away from computer games is an ongoing challenge.