It’s Official! Confidence is Crucial When It Comes to Learning Linda Stone, Editor talks to Dr Ellie Francis-Brophy from the Institute of Education at the University of Reading about some revealing new research. In the past, extra tuition outside of the classroom was generally reserved for those with learning difficulties. There was a definite stigma attached to the idea of a child needing extra help. In recent years, this stigma has been completely eradicated, with an enormous increase in the number of parents choosing to support their child’s education via independent tuition. Such parents are now respected for doing the very best they can to help their children. But does extra tuition really help and, if so, how exactly? Dr Ellie Francis-Brophy and her colleague Dr Christina Nygaard were recently commissioned by national tuition centre, Explore Learning, to find out. However, whilst Explore Learning commissioned this research, it was not able to manipulate or change the figures or results, or influence the way it was conducted in any way. The researchers put together a nationwide sample group of parents with school age children of all ages, backgrounds, genders and ethnicity. This group had children who began tuition at an Explore Learning Centre between August and October 2011 and continued
this tuition until July 2012. The researchers also put together a representative comparison group of parents whose children had no extra tuition during this period, against which to measure the progress of the sample group. So who were these parents? They were just like most of us. Active advocates for their child’s education, but with limited time or understanding of current teaching methods; mindful of the costs of extra tuition and wanting to get the most from it; seeking improvement or maintenance of their child’s progress, or perceiving nervousness in their child about a particular subject. All wanted their child to reach their maximum potential. The students enrolled with
Explore Learning and the students in the comparison group, were tested in October 2011 and again in July 2012 to measure their progress. The test used was a recognised testing tool from RL putting up their hands in class. Assessments called Progress in At home, homework battles had Maths and Progress in English. disappeared and children were The results of the research talking more about school. Parents are startling. In both Maths and felt their children were much English, there was a greater happier, more relaxed learners improvement in the test results Parents concluded that the key between the first test in October thing that led to the improved 2011 and the second test in July progress was the greater 2012 in ALL students tested in confidence that extra tuition the sample group, as compared gave their children. This greater to the group who had had no confidence naturally led to greater tuition. In Maths, those tested interest, attention and motivation. had results that improved by 30% Children participated more more than those in the comparison willingly, were less daunted by a group. weak subject and more inclined to Why such positive results? “like” a particular subject and feel Between Oct 2011 and July 2012, they were good at it. parents of students in the sample As important as the extra time group shared and compared and help with learning, were the the progress of their children at relationships formed with young national Focus Groups held by the mentors at Explore Learning, researchers. relationships that were different Parents spoke of the day-to-day from those with teachers at changes in their children during the school. Other parents cited the extra tuition period. Prior to this presence of a male mentor at their period, many had been displaying local Explore Learning centre as a noticeable signs of fear, frustration strong positive. and anxiety when they sat down A stunning 98% of parents in to do Maths or English homework; the sample group said they would others were using delaying tactics; recommend Explore Learning to many were just unmotivated and a friend. disinterested. All the parents in the sample group noted a great change in this behaviour. Gradually, childrens’ teachers reported that children were now confident For further information on enough to have a go and get Explore Learning, things wrong, could keep up with visit www.explorelearning.co.uk 100368_FamiliesonThames_SeptOct_87x85mm :Layout 1 26/06/2013 08: the pace of learning and were
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