Does utilising creative resources in blended learning sessions improve the learner’s self-efficacy and motivation in a GCSE Maths classroom?
An evaluative report that critiques the impact of a creative resource that has been designed to enhance learner motivation and achievement in own context.
The report is based on Does utilising creative resources in blended learning sessions improve the learner’s self-efficacy and motivation in a GCSE Maths classroom? (Over 18 FE)
The study was conducted on 5 GCSE students aged 18+ in the form off questionnaires.
Task 1 assesses all learning outcomes
Knowledge and Understanding
1. Critically evaluate a negotiated, self-managed project into creative teaching and learning, including the creative use of technology, with the aim of improving educational opportunities for all students. A1
2. Critically appraise the contribution of creative pedagogical practices to learner motivation across a variety of complex contexts in the education and training sector. A3
3. Critically evaluate the contribution of creativity theory to the resolution of practice problems in own context. A4
Cognitive Skills
4. Synthesise a range of theories of creativity and evaluate their contribution to practice. B1
5. Critically engage with contradictory perspectives on creative teaching and learning. B3
Practical and Professional Skills
6. Undertake investigative research into how creative approaches can overcome individual barriers to learning demonstrating intellectual and professional autonomy. C2
Key Transferable Skills
7. Analyse data systematically and apply numerical and statistical skills to complex practitioner-based contexts. D5
8. Select and use relevant software applications for different tasks within the teaching and learning context. D6
