ERIC Number: ED344667
Record Type: RIE
Publication Date: 1991-Apr
Reference Count: N/A
Potential of Mediated Learning in the Primary School Classroom--A Pilot Study.
Seng, Seok Hoon
Recent research suggests the importance of social interaction in facilitating knowledge acquisition and transfer. The theory of mediated learning experience has recently been used to develop a teacher-student interactionist model that is especially applicable to high-risk students. In this model, teachers are involved as mediators in: (1) producing cognitive change in children; (2) helping children transcend the immediate situation; (3) communicating the meaning and purpose of activities; (4) helping children feel competent; (5) regulating behavior; and (6) communicating the values of sharing and participation. In a pilot study of 4 community tuition centers in Singapore, an experimental group of 52 students received a combination of mediated learning experience and the usual academic program for 4 months, while a control group of the same size received only the academic instruction. Children averaged 11 years of age. All the students were perceived by their teachers to have difficulty in concentrating; to have poor study skills and work habits; and to lack confidence and motivation. The 15 participating tutors attended a workshop on the mediated learning experience philosophy and received supervision and field coaching. Students were tested using Raven's Standard Progressive Matrices (RPM) and the Cognitive Abilities Test (CAT), and a record of class tests in mathematics and English was compiled. Results showed that mediated learning experience classes in three of the four centers performed better on their school tests in mathematics, but that no significant improvement was noted in English, RPM, or CAT scores. Tutors' responses were more encouraging. (AC)
Publication Type: Information Analyses; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Mediated Learning Experience; Singapore
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 3-7, 1991).