Maths Apps Roadshow Evaluation Report - WIMCS Apps Roadshow... · Web viewThis report is a summary...

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Maths Apps Roadshow Evaluation Report

January 2015

Winter Dotto

Roadshow Project Administrator

NSA Maths Apps Roadshow Feedback Evaluation Report

Overview:

The Maths Apps Roadshow has successfully met its aims and objectives. Over the last year the Roadshow Presentations, funded through the NSA, were delivered at 32 schools across Wales with 96% of pupils reporting they enjoyed the Maths Apps Roadshow. The questionnaires also showed a statistically significant increase in interest in Maths: pupils’ answers showed they were both more motivated and interested to study Maths after the Roadshow.

Purpose of the Study:

This report is a summary of the feedback received from both teachers and pupils who participated in the Maths Apps Roadshow. The full findings are presented in the attached appendices. The project was managed by the Wales Institute of Mathematical and Computational Sciences (WIMCS), a collaborative partnership of the Universities of Swansea, South Wales, Cardiff, Bangor and Aberystwyth, with Science Made Simple, Cardiff (sms) as the main contractor delivering the Roadshows.

The aims of the Roadshows were:

To motivate and encourage year 8 and 9 students in their Maths studies. To relate to students the importance of Maths, and how it is used, in a wide range of

careers including a hospital radiographer, a computer games designer, a wedding car and hairdressing business owner, a sports scientist, and a fast car designer, all of whom work in Wales.

The evaluation focuses on analysing the feedback received from both students and teachers, and determining whether the project has met its aims using the Generic Learning Outcome (GLO) methodology.

Evaluation Summary (for full analysis of Feedback Questionnaires – see Appendices):

11067 pupils participated in the Roadshow across 32 schools in Wales. 1060 pupil feedback forms were received (representing 9% of participants) as well as 83 teacher feedback forms. The numbers are sufficient to be a fair representation of all participants in the Maths Apps Roadshow.

Pupil evaluation of the show was very positive with 96% of students reporting they had enjoyed the show. Teacher evaluation was also very positive: 100% of teachers thought the show was relevant to their students and 93% rated the Maths Content of the show as Excellent or Very Good.

76% of students rated their presenter as Excellent or Very Good. Teachers agreed with their pupils and 93% of teachers rated presenters as Excellent or Very Good. Presenters were key

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in delivering the Roadshow and overall both pupils and teachers were very happy with Science Made Simple presenters.

“I learnt more stuff and she (the presenter) explained it in a fun way so I'm more interested in Maths. They explained things really well to help you understand.”Anna-May Pembridge Year 7 Treorchy Comprehensive School

In the belief that schools in North and Mid Wales would be more difficult to reach, the project set out to target 16 schools in South Wales, 8 schools in Mid Wales (including the Valleys) and 8 schools in North Wales. In fact the Roadshow went to 12 schools in South Wales, 8 in Mid Wales and 12 in North Wales.

Figure 1: A map showing all the schools that took part in the Maths Apps Roadshow

It is perhaps worth noting that in some studies (Boaler 1997a, Seliktar et al. 1998, Jones 2008) girls seem to have a lower perceived estimation of their own Maths ability in comparison to boys. Our feedback showed that although boys had a significantly higher initial interest in Maths, as a result of seeing the Roadshow the increase in the level of interest in Maths among the girls was greater compared to the boys. Overall before the Roadshow 46% pupils rated their interest in Maths as Good to Excellent but after the Roadshow this figure increased to 69%.

“Pupils were really focused- even when talking they were talking about the Maths!”Ysgol Bryn Elian

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The Roadshow itself explains how and why Mathematics is useful in everyday life and careers. The Mathematical examples are explained in different ways, and this appeals to girls in particular who are known to show more of a desire to know ‘why’ and ‘how’ subjects are connected. Boaler (2011) explains that girls in her study accepted Maths methods shown to them, but were more concerned than boys to know why they worked, where they came from and how they connected with other methods and the world around us.

The Jelly Bean demonstration in which the presenter outlines how to calculate volume, and uses estimation to calculate the number of jelly beans in a box, was the most popular demonstration enjoyed by both girls and boys. 22% of students stated they enjoyed the Jelly Bean demonstration (estimation and volume) the most, but demonstrations on the whole were thoroughly enjoyed by 50% of the students. Relating Maths to real life stories was important and 16% of pupils stated they enjoyed listening and watching the videos, learning how different people used Maths in their businesses and careers. 11% of students identified the Hairdressing demonstration as the most enjoyable activity; however this percentage was overwhelmingly girls.

“Good mix of styles to cover interests for boys and girls. Very engaging.”Ysgol Rwabon

Pupils were asked about the least enjoyable aspects of the show and it is evident that a large percentage (26%) of pupils did not answer this question leaving the box blank. This could indicate that they could not think of anything that was not enjoyable, a conclusion supported by 16% of pupils stating that they enjoyed all aspects of the show by commenting ‘I enjoyed everything about the show.’9% of pupils reported sitting down as the least enjoyable aspect of the show. The data on this point is skewed as one particular school with a large number of participants didn’t have chairs and students sat on the floor for the duration of the show; this clearly wasn’t comfortable for their students. One of the recommendations for further Roadshows is to ensure schools have appropriate facilities to host the show.

Whilst viewing the Roadshow, the Roadshow Project Administrator noted that in a hall with approximately 200 students only 8 students put their hands up when they were asked the question ‘How many of you enjoy Maths?’ For students to show significant progress in Maths it is important to generate interest in the subject. The aim of the Roadshow is to highlight the importance of Maths in everyday life, but the nature of the show is to present Maths in a ‘fun’ way, so students become more interested and more enthusiastic about the subject.“I would recommend this show to others because it is an inspirational show and it shows to others that you don't need to be good at maths to start with to succeed, but that you will get there.”Jess Dume Year 9 Treorchy Comprehensive School

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Pupils found it hard to explain in their own words what they had learnt - 20% left this blank. However 19% of students identified for themselves that they had learnt the importance of Maths in everyday life. This was followed by 17% of pupils stating that they had learnt about estimation and volume and a further 13% of pupils reported learning about the importance of Maths in careers. Open questions in which students have to think for themselves can be hard as they have no prompts from which to draw; yet 40% of students identified learning Maths skills and the importance of Maths in careers and everyday life, which were the main learning outcomes for the Roadshow.

When pupils were asked about concepts they did not understand, a small number of pupils identified specific topics, for example weather and predictions (1%) and forces and graphs (3%). 45% of pupils failed to give an answer, and this could be for a number of reasons such as having difficulty with open questions but it could also indicate they understood everything about the show. In fact 33% of students reported to have understood everything about the show, stating proudly ‘I understood everything!’ It is possible that students didn’t understand all the Maths content of the show; however the show clearly positively encourages them and students leave with a good positive attitude towards learning Maths. This can only be positive at a time when there is a gap in GCSE Maths results in comparison with England and Northern Ireland as reported by Estyn (October 2013).

Teacher feedback was very positive with 88% rating for the Roadshow as Excellent or Very Good. Maths teachers thought the Roadshow was inspiring and innovative and rated highly the Maths Content of the show. Overall teachers could see the benefits and considered the Roadshow a tool to inspire and engage young people in Maths. It was noted that teachers found the lack of funding a barrier to accessing Roadshows like this.

“Presenter was very confident and the content of the Roadshow was educational yet relevant to the children. The students seemed to enjoy the Roadshow and remained engaged the whole time.”Newtown High School

Presenters were given a questionnaire and their feedback on the show was also very positive. They report students being engaged, more enthusiastic about learning Maths and very surprised at all the different applications of Maths. Presenters commented that teachers feel there should be more opportunities like this to take Maths out of the classroom and demonstrate how concepts learnt in class can be useful in the real world.

" I have presented this show in different areas of Wales and it is a privilege to present in less-well off areas, where students are not used to having events or visitors. The students really engage with the event"Zoe (Science Made Simple Presenter)

Presenters felt passionate about the Roadshow because they could see an immediate impact on the students. Their comments reflect interactions at the end of the show with students, who were keen to learn more, to ask questions, and who simply wanted to state that they were surprised at

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how much you needed Maths in different jobs.

"I am very grateful for the chance to be a part of the Maths Apps project. You can't beat the positive feedback you get after the show. The change can be quite surprising and that is becausewe are doing something that is really quite unique."

Ruth (Science Made Simple Presenter)

Conclusions:

The main aims of the Roadshow have been met: A high number of students identified Maths is important in careers and everyday life A statistically significant increase in students’ interest in Maths after the Roadshow

Both pupils and teachers enjoyed the show Engaging, knowledgeable and experienced presenters are key in delivering the

Roadshow Pupils enjoyed the practical aspects of the Roadshow and audience participation is

identified by teachers and pupils as an important tool with which to engage the maximum number of students.

Good facilities are critical for the delivery of the show e.g. A stage so all pupils can see the demonstrations Good Sound and DVD picture quality are essential

Recommendations:

Continue to develop the show in response to pupil feedback Ensure that schools have the appropriate facilities to host the Roadshow If we had the resources in the future it would be appropriate to revise the sound on

the ‘Games Programmer Video’ It would be desirable to have the show translated into Welsh, though it is recognised

that this would require substantial effort and finances to locate and film suitable Welsh speaking role models.

Appendix 1: Evaluation Method

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After each Roadshow schools were issued with both pupil feedback forms and teacher feedback forms. The target was to attain 640 Pupil feedback forms (20 per school) and 64 Teacher forms (2 per school). This target was more than achieved although forms were not received from every school. However the 1060 Pupil feedback forms and 83 Teacher forms provide a representative sample for evaluation.

Pupil Feedback1060 feedback forms were received from a total of 11067 participants, a 9% representation of the participants; for the purpose of this evaluation this is a good representative sample of all Roadshow participants.

The feedback forms were designed and evaluated using the Generic Learning Outcomes Framework (GLO).(www.inspiringlearningfor all.org )

Each question was designed to give evidence of a GLO learning outcome. Where appropriate data was analysed by converting statements like strongly agreed to a numeric format on a suitable scale.

Qualitative data was analysed by coding statements and placing statements into similar categories. Some questions were open ended: these responses were recorded and related to specific GLO.

In addition the Roadshow Project Administrator organised a feedback focus group at one of the schools to collect further perspectives from students attending the Roadshow.

Teacher Feedback83 Teacher feedback forms were received from 23 of the schools. The Roadshow Project Administrator had further discussions with Teachers when she attended the Roadshows.

Appendix 1: Evaluation Method

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http://www.inspiringlearningfor/


Roadshow VisitsThe Roadshow Project Administrator attended three schools, two in South Wales and a Roadshow in North Wales. The idea was to gain a perspective of the Roadshow that was delivered from different Science Made Simple Presenters as well as gaining information about how the show is perceived in different schools and in different geographical localities.

Figure A1: A map showing all the schools that took part in the Maths Apps Roadshow

Appendix 2: Background Information

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Pupil genderOut of 1060 participants returning Feedback Forms:

536 male 524 female

51%49%

Gender of Participants

malefemale

Figure A2: A pie chart showing the percentage of male to female pupils

Pupils Year GroupsOut of the 1060 participants

341 year 7 348 year 8 371 year 9

32%

33%

35%

Targetted Year Groups

7 8

9

Figure A3: A chart showing the percentage of pupils taking part from different year groupsAppendix 3: Pupil Feedback Enjoyment Inspiration and Creativity

Q1 When students were asked if they enjoyed the show:

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96% of students enjoyed the show 4% did not enjoy the show

30%

43%

22%3% 1%

Q1 Did you enjoy the show?

Yes it was greatYes, it was goodIt was okI didn't enjoy itBlank

Figure A4: A pie chart to show the different levels of enjoyment of the show

Q2 Pupils were very positive about their Presenters: the presenting style, knowledge and the enthusiasm of Science Made Simple Presenters made a really big impact.

76% of pupils rated their Presenters as very good or excellent. 8/10 was the mean score for Presenters

1 2 3 4 5 6 7 8 9 100

20406080

100120140160180

Scores for Presenters

Scores for Presenters out of 10

Num

ber o

f stu

dent

s

Figure A5: A chart to show the response towards Science Made Simple PresentersAppendix 4: Pupil Feedback Enjoyment Inspiration and Creativity

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Q3 In this qualitative question the pupils had to think for themselves about their responses; they were asked to state what they most enjoyed and least enjoyed.

Lots of Useful InformationThe Presenter

Career IdeasBloodhound Car Clip

Maths Content of the ShowVideo Game Programming

Audience ParticipationForce Meter Demonstration

Practical DemonstrationsEverything

Pendulum DemonstrationPredictions- weather

Hair Dressing DemonstrationReal Life Stories (Video Clips)

Jelly Bean Demonstration

0% 5% 10% 15% 20% 25%

0.1%

0.3%1.0%0.8%1.5%1.7%

1.5%2.4%2.8%3.7%

5.1%2.7%

8.8%11.3%

0.2%0.1%0.2%0.6%0.3%1.8%

1.0%3.6%

2.2%5.4%2.8%7.8%

7.6%11.0%

What did pupils enjoy most about the show?

BoysGirls

Figure A6: A chart to show the most enjoyable aspects of the show

Women's Jobs in the VideosPractical Demonstrations

Not being able to cut Barbie's HairAudience Participation

Most of the showPendulum Demonstration

Force Meter DemonstrationJelly Bean Demonstration

Predictions- weatherNot Getting the Jelly Beans

Hair Dressing DemonstrationLots of Listening

Real Life Stories (Video Clips)Sitting Down

Pupil Enjoyed Everything about the ShowBlank

0% 5% 10% 15% 20% 25% 30%0.1%

0.2%0.4%0.8%2.2%1.3%1.7%2.6%1.6%

4.5%2.3%

6.6%4.3%

8.6%11.5%

0.4%0.1%0.3%0.7%1.2%1.5%

1.7%1.4%2.6%

6.4%3.0%

4.3%4.7%

7.5%14.8%

What did pupils enjoy least about the show?

BoysGirls

Figure A7: A chart to show the least enjoyable aspects of the showAppendix 5: Pupil Feedback Attitudes and Values

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Before After0.00

1.00

2.00

3.00

4.00

5.00

6.00

7.00

8.00

Mean scores of students interests in maths before and after the Roadshow

Students Interest in Maths before and after the Roadshow

Mea

n Sc

ores

Figure A8: A chart to show the mean differences in interest in Maths before and after the Roadshow

Appendix 6 Pupil Feedback: Attitudes and Values

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After the Roadshow

69% of students rated their interest in Maths as good to excellent prior to the show

7.5/10 was the mean score for interest in Maths prior to the show

Hypothesis Testing: Has the mean changed from before to after?The feedback form asked pupils to rate their interest in Maths before and after the Roadshow. It is interesting to note that there is a statistically significant difference between these responses. To show this the combined standard error for means was calculated as 0.1. The differences between the means is 1.29. The probability that this occurred by chance is from tables incredibly small. We are therefore able to reject the null hypothesis that there is no significance difference between the means, and we can be more than 99.9% certain that these results are not due to chance. Therefore students showed a statistically significant increase in interest in Maths after the Roadshow.

Before the Roadshow

46% of students rated their interest in Maths as good to excellent prior to the show

6/10 was the mean score for interest in Maths prior to the show


1 2 3 4 5 6 7 8 9 100.0

5.0

10.0

15.0

20.0

25.0

Students' Interest in Maths Before and After the Roadshow

Interest before the showInterest after the show

Perc

enta

ge In

tere

st in

Mat

hs %

Figure A9: A chart to show the differences in interest in Maths before and after the Roadshow

Appendix 7 Pupil Feedback: Knowledge and Understanding

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Maths Can Change Your Life

A Level Maths = £££

Lots

Nothing-knew most of it already

Optimum Angle of Hair Cutting

Different Applications of Maths (Careers)

Importance of Maths in Everyday Life

0% 5% 10% 15% 20% 25%0.2%0.2%

0.4%0.8%

1.4%1.6%1.1%2.5%

4.0%

3.4%9.8%

7.0%11.4%

7.7%

0.5%0.7%

2.0%1.0%

2.6%2.1%1.9%

4.7%7.0%

6.2%7.5%

12.3%

What did pupils learn?

BoysGirls

Figure A10: A graph to show what pupils learnt throughout the Maths Apps Roadshow

Bloodhound Car Design Clip

Predictions - Weather

Real Life Stories / Video Clips

Estimation of Jelly Beans / Volume

A Lot

Blank

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

0.5%

0.6%

0.5%

0.8%

1.0%

0.7%

2.0%

1.3%

1.4%

15.9%

25.9%

0.4%

0.1%

0.6%

1.9%

1.2%

2.0%

2.0%

2.1%

2.8%

17.2%

19.2%

What pupils didn't understand?

BoysGirls

Figure A11: A graph to show what pupils did not understand about the Maths Apps Roadshow

Appendix 8: Pupil Feedback Activity Behaviour and Progression

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Q7 Will you check the Maths Apps website?

59% of pupils said they might check the Maths Apps Website 15% of pupils said they would check the Maths Apps Website

YES15%

MAYBE59%

NO25%

BLANK1%

Will you check out the Maths Apps website?

Figure A12: A pie chart to show the percentage of students who would follow on to check the Maths Apps website

Q8 Will you recommend the Maths Apps Roadshow to others?

53% of pupils would recommend the Maths Apps Roadshow to others 38% of pupils might recommend the Maths Apps Roadshow to others

YES53%MAYBE

38%

NO8%

BLANK1%

Would you recommend the show to others?

Figure A13: A chart to show the percentage of students who would recommend the Maths Apps Roadshow

Appendix 9: Pupil Feedback Comments

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The show was very interesting and I would recommend it to others. I would like to see this show again.Taylor Williams

I am more interested in maths now!Jessica Veila Coft Year8 Whitchurch High School

Before the show I didn't really like maths and thought we didn't really need to learn maths but after the show I understand that we use maths for everything in life. Teri Griffiths Year 8 Whitchurch High School

It explained how to do Maths easy!Erin Year 8 Ysgol Y Moelwyn

I learnt more stuff and she explained it in a fun way so I'm more interested in Maths. They explained things really well to help you understand.Anna-May Pembridge Year 7 Treorchy School

It showed you how important maths is in the adult world.Lauren Barlow Year7

I have learnt that Maths is important for a lot of jobs.Oliver Armitt Year8 Ysgol Glan Y Mor

It was awesome!Amy Year 7 Connah’s Quay High School

I am not very good at maths and I am not usually overly interested in it but the show has made me a bit more enthusiastic.Rhiannon Micah Year 9 Treorchy High School

I would recommend this show to others because it is an inspirational show and it shows to others that you don't need to be good at maths to start with to succeed but that you will get there.Jess Dume Year 9 Treorchy School

This Show might make more people interested in Maths.Tara Year 9 Eifed High School

It does help you in Maths and encourages you to study more Paris Year 9

It explains that you can do many things with Maths, I never knew!Owain Year9 Llanfyllin High School

I really thought it was interesting and learnt how important Maths is for the future.Monika Year 9 St Joseph’s School

Appendix 10: Teacher Feedback Enjoyment Inspiration and Creativity

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Q1 Asked teachers to rate the presenter, the relevance of the Roadshow to their students, the Maths content of the Roadshow and the Roadshow overall.

93% of Teachers rated the Presenter as Excellent or Very Good

61%

31%

7%

Response to Presenters

ExcellentVery GoodGoodAdequatePoor

Figure A14: A pie chart showing the teacher responses towards presenters

100% of Teachers thought the Roadshow was relevant to their students

49%

41%

10%

Relevance of the Roadshow


Figure A15: A pie chart to show what teachers thought about the relevance of the Roadshow


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93% of Teachers rated the Maths content of the show as Excellent or Very Good

54%39%

5%2%

The Maths Content of the Show


Figure A16: A pie chart to show how teachers rated the Maths content of the Roadshow

90% of Teachers Rated the Roadshow Overall as Excellent or Very Good

55%35%

8%1%

The Overall Aspects of the Roadshow


Figure A17: A pie chart to show how teachers rated the Roadshow Overall


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Use of GraphsHairdressing

Force Meter DemonstrationRelating Maths to past education

Sports ScienceWater Spray

All was usefulEntertaining-pupils engaged

Real Life Stories (Video Clips)Application of Maths in Different Careers

Pupil ParticipationJelly Bean Demonstration

Importance of Maths in Life / WorkBlank

0% 2% 4% 6% 8% 10% 12% 14% 16% 18% 20%2%2%2%2%2%2%2%

4%8%

12%16%

18%18%

10%

Teacher responses on most useful aspects of the Roadshow

Figure A18: A chart to show the aspects of the Roadshow teachers found most useful

Forecasting sectionLanguage- all in English

Pendulum3-d Printing

Hair Dressing Demonstration could be more entertainingComputer Game wasn't relevant

Could be re-arranged slightly to start with a bangPupils not engaged

Pre-activityLack of Maths - (teacher felt it was more physics)

EstimationLimitations of the facilities available

Lack of pupil participationPupils sat for the entire show

Pupils could not understand some commentsNoneBlank

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%1%1%2%2%2%2%2%2%2%2%

4%5%5%5%

7%17%

48%

Teacher responses on least useful aspects of the Roadshow

Figure A19: A chart to show the aspects of the Roadshow teachers found least useful

Appendix 13: Teacher Feedback: Activity Behaviour and Progression

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83% of teachers would book the Roadshow again 49% of teachers wanted further information about other Science Made Simple

Roadshows

Yes No Blank0%

10%

20%

30%

40%

50%

60%

70%

80%

90% 83%

1%

16%

49%

6%

45%

Would you re-book the Roadshow?Would you like more information from Science Made Simple?

Figure A20: A graph showing the responses from teachers towards re-booking and further and information about other Science Made Simple Roadshows

Appendix 14: Teacher Feedback: Comments

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Lots of enthusiasm for Maths and enough interaction to keep pupils motivated. Great show and hopefully will motivate our pupils in Maths.Ysgol Dinas Bran

Presenter was very confident and the content of the Roadshow was educational yet relevant to the children. The students seemed to enjoy the roadshow and remained engaged the whole time.Newtown High School

Good mix of styles to cover interests for boys and girls. Very engaging.Ysgol Rwabon

A good presentation which held the attention of all 180 year 9 of mixed ability. Some excellent ideas. Maesteg Comprehensive School

The students really enjoyed it. Good audience participation.Newtown High School

Really enjoyed the interaction! Kids enjoyed seeing how Maths was used somewhere else other than the classroom.Brynteng School

I found it very interesting the way Maths is used in Hairdressing. I think it is very good for pupils to see Maths being used in Real Life.Blessed Edward Jones RC High School

Would be much better on a stage so all pupils could see demonstrations or limiting pupils involved.Fitzalan High School

The children thoroughly enjoyed the session and it reinforced and extended work in class.Fairwater High School

Pupils were really focused- even when talking they were talking about the Maths.Bryn Elian

Very appropriate. Interesting an Energetic. Kept pace going and kept pupils engaged.Bryngwyn Comprehensive School

Excellent presentation of the different aspects of the Roadshow. Presenter engaged very well with the pupils. Interesting for the pupils to see Maths being used in industry.Castel Alun High School

Year 9 said it made maths make sense, the videos where interesting and varied.Aberdare Community School

Appendix 15: Student Feedback Feedback Form

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Appendix 16: Teacher Feedback Feedback Form

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Appendix 17: References

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References

Boaler, J. (1997a) Reclaiming School Mathematics: The girls Fight Back. Gender and Education, 9(3). 285-305.

Boaler, J. (1997b) Experiencing School Mathematics: Teaching Styles, Sex and Setting. Buckingham: Open University Press.

Boaler, J (2011) The Elephant in the Classroom: Helping Children Learn and Love Maths . Souvenir Press.

Jones, R.J (2008) Students’ participation in post-16 mathematics: a perspective from students in Wales. E-journal of the British Education Studies Association, 1758-2199.

Seliktar, M. & Malik, L. (1998) A Study of Gender Differences and Maths Related Career Choice among University Students. In: C. Keitel (ed.) Social Justice and Mathematics Education- Gender Class, Ethnicity and the Politics of Schooling. Berlin: Freie Universitat Berlin.

Annual Report 2012-2013 – Estynhttp://www.estyn.gov.uk/english/annual-report/annual-report-2012-2013

Learn how to collect evidence: GLO http:// www.inspiringlearningforall.org

Examination Results 2014http://www.jcq.org.uk/

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http://www.inspiringlearningforall.org/

http://www.estyn.gov.uk/english/annual-report/annual-report-2012-2013

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