The affect of culture on achievement in the Extended Essay, Theory of Knowledge, and the learning pr

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The affect of culture on achievement in the
Extended Essay, Theory of Knowledge, and the
learning process
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Introduction

• Education is becoming increasingly
  internationalised
• Significant cross cultural issues
• Intercultural a better term?

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Role of culture

• an enduring set of values, beliefs, and
  practices that distinguish one group of people
  from another.
• (Dimmock and Walker, 2000)

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Implications of culture

• Characteristics of a group of people that are
• Conditioned by the same education and life
  experiences
• same mental programming
• (Hofstede)
• Reflects the common beliefs

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Culture learning and knowledge

• Learning is changing what we know
• Process of converting information to knowledge
• Culture helps determine this conversion process

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Culture learning and knowledge

• Key questions are
• What is to be learned, and
• How is it to be learnt?
• Answered by the priorities set by a culture

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Culture learning and knowledge

• Knowledge can be represented as
• Declarative knowledge
• Semantic knowledge
• Episodic knowledge
• Procedural knowledge

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Culture learning and knowledge

• Culture prioritises knowledge
• What is important
• What is useful
• Culture contributes to the learning process by
  providing
• The learner with the knowledge for their thinking
  
• The processes and tools for thinking

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Differences in approach to learning

• Some culture belief that
• Learners should accept ideas without question,
  taking them in
• Learning best occurs by discovering new ideas for
  themselves

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Significance of language

• A culture can change how people think
• A culture can define a language and a language
  can define a culture
• Superficial similarities
• At a deeper level understanding is required and
  this depends on values

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How does culture affect achievement?

• Inculcate what is known and valued
• Replaces what is known and valued by new knowledge

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Significance of the EE and ToK

• The ToK is intended to lead students to improve
  their understanding of knowledge
• The EE develops students ability to research,
  organise and enhance knowledge

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Achievement in the EE and ToK

• ToK scores in the oral presentation, essay and
  total ToK score
• EE scores in the general criteria, subject
  specific criteria, H score and total score for
  the EE

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Approaches to learning

• See handout LPQ Approaches to Learning

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Aim of study

• (A) Investigate the extent to which culture (as
  defined by language A1) affects achievement in
  ToK and extended essay
• (B) The affect of culture on students approaches
  to learning

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(A) The affect of culture on the EE and ToK

• 462 students
• 7 schools
• Language A1 groupings
• 364 (79) students in Group 1 (English)
• 70 (15) students in Group 2 (Asian)
• 28 (6) students in Group 3 (Other)

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Data

• See Table 1 Handout
• Table 1 The mean, standard deviation, and level
  of significance for the cultural groupings and
  components of the extended essay and ToK

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Extended Essay

• Is a complex piece of work that requires
  students to use a range of skills in an
  integrated goal focused way, at various phases to
  see the essay through to completion

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Data

• See Table 2 Handout
• Table 2 subject area choice for the EE for
  students from Group 1 and 2

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ToK

• No difference between the means for Group 1 and 2
  implying that ToK is taught in an effective way
  allowing students from both cultures to achieve
  at a similar level
• Consistent with the view that Asian students have
  a strong belief in their ability and effort
  necessary for success

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(B) The affect of culture on the learning process

• Do the same patterns occur in the LPQ
• Does on cultural group differ from another

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(B) The affect of culture on students approaches
to learning

• 5 schools
• 263 students
• Language A1 groupings
• 231 (88) students in Group 1 (English)
• 32 (12) students in Group 2 (Asian)

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Data

• See Table 3
• Table 3 LPQ motivations and strategy

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LPQ motivation and strategy

• Surface motivation, deep strategy and achievement
  strategy are not significant at the 0.05 level
• Deep motivation, achievement motivation and
  surface strategy are significant at the 0.05
  level

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Data

• See Table 4
• Table 4 LPQ Student responses on the basis of
  culture

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Conclusion

• Complexity of the learning process
• Teachers must remember the difference between the
  learning process and achievement/outcomes
• As the IB spreads over cultures, student
  achievement will remain high

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Email address

• david.hamer_at_carey.com.au