Working in International Schools, especially International Baccalaureate (IB) educational curricula, teachers frequently used the various approaches to teaching and learning skills, whether students were engaged or not, with the main objective being to promote International Mindedness as outlined by IBO (2018). Allowing students to be natural inquirers and critical thinkers who follow lines of inquiries, make connections, and use key concepts, became the driving force for their knowledge, and understanding of a particular topic in the Primary Years Programme (PYP) to encourage students to be excited to explore inquiry-based learning.
Teaching across the school, especially Primary Grades 1 - 6, the researcher had a better understanding of how motivated students became when being expected to use their necessary skills. It was important to understand what motivated students, especially within the PYP programme. Souders (2021) explained that: "The regiments often undermine students’ inclination to pursue topics that interest them and deeply engage them".
The purpose of the study is to evaluate how teachers encourage their students by using the various Approaches to Teaching and Learning (ATL) skills to promote high levels of engagement. Through communication skills, students had the opportunity to listen, read, write, converse, share their ideas, understand a concept, and demonstrate knowledge gained. Students were taught how to manage their time correctly, be responsible, adhere to deadlines, and understand that life skills equipped them further in their education, focussing on self-management skills. When students utilized their thinking skills, they critically thought about how the world worked, how they expressed themselves, and how to be organized according to IBO (n.d).
Table of Contents
- INTRODUCTION
- Purpose of the Study
- Context
- Statement of the Problem
- Rationale
- Prior Interventions
- Significance of the Study
- LITERATURE REVIEW
- The IB Primary Years Programme
- Motivation
- Motivating Music Students
- Summary
- METHODOLOGY
- Purpose of the Study
- Research Questions
- Study Population
- Population Justification
- Intervention
- Intervention Plan
- Sources of Data
- Instrumentation
- Research Procedure
- Soliciting Participants
- Informed Consent
- Data Collection Procedures
- Phase 1: Class Observation (Quantitative & Qualitative)
- Phase 2: Online Interview
- Interview Questions:
- Phase 3: Online Questionnaire (Quantitative)
- Phase 4: Online Survey (Quantitative)
- Ethical Considerations
- Considerations During Intervention
- Considerations During Data Collection
- Considerations of Researcher Bias
- Summary
- DATA ANALYSIS AND RESULTS
- Data Analysis Procedure
- Validity and Reliability
- Results
- Descriptive Findings
- DISCUSSION AND CONCLUSION
- Outcome Analysis
- Learning Themes
- Implications
- Conclusion
- REFERENCES
- APPENDIX A: QUANTITATIVE QUESTIONNAIRE
- APPENDIX B: QUANTITATIVE SURVEY
- APPENDIX C: RELATION CHART FOR DATA ANALYSIS
- APPENDIX D: PERMISSION LETTERS (HEAD OF SCHOOL & PARENTS)
Objective & Thematic Focus
This applied research inquiry aims to evaluate how teachers in international schools encourage students in Years 5 & 6 of the Primary Years Programme (PYP) to achieve high levels of engagement in music, specifically by utilizing various Approaches to Teaching and Learning (ATL) skills. The study seeks to address the observed lack of student motivation in completing music tasks.
- Student engagement and motivation in music education.
- Application and benefits of Approaches to Teaching and Learning (ATL) skills.
- The International Baccalaureate (IB) Primary Years Programme (PYP) curriculum.
- Impact of self-management, thinking, communication, social, and research skills.
- Addressing low intrinsic motivation and self-management issues in students.
- The role of the home environment and teacher interventions in student participation.
Excerpt from the Book
Purpose of the Study
Working in International Schools, especially International Baccalaureate (IB) educational curricula, teachers frequently used the various approaches to teaching and learning skills, whether students were engaged or not, with the main objective being to promote International Mindedness as outlined by IBO (2018). Allowing students to be natural inquirers and critical thinkers who follow lines of inquiries, make connections, and use key concepts, became the driving force for their knowledge, and understanding of a particular topic in the Primary Years Programme (PYP) to encourage students to be excited to explore inquiry-based learning.
Teaching across the school, especially Primary Grades 1 - 6, the researcher had a better understanding of how motivated students became when being expected to use their necessary skills. It was important to understand what motivated students, especially within the PYP programme. Souders (2021) explained that: "The regiments often undermine students' inclination to pursue topics that interest them and deeply engage them" (p 1).
The purpose of the study is to evaluate how teachers encourage their students by using the various Approaches to Teaching and Learning (ATL) skills to promote high levels of engagement. Through communication skills, students had the opportunity to listen, read, write, converse, share their ideas, understand a concept, and demonstrate knowledge gained. Students were taught how to manage their time correctly, be responsible, adhere to deadlines, and understand that life skills equipped them further in their education, focussing on self-management skills. When students utilized their thinking skills, they critically thought about how the world worked, how they expressed themselves, and how to be organized according to IBO (n.d).
Although they were taught various ATL skills within the PYP Programme, the problem is that some students lacked encouragement and motivation to complete tasks in the music classroom The reason for this was low levels of intrinsic motivation, feeling discouraged to complete assignments late, and poor self-management skills, during Covid-19 times. Although the teacher provided work with various interesting and stimulating programs including Bandlab, students completed work late, and some did not even attempt or bother to complete assigned homework. The researcher gained an in-depth understanding of the problems students faced at home and wondered if their home environment could determine their participation levels while helping them be organized and focused. The evidence was communication emails between the music teacher, classroom teacher, and parents.
Summary of Chapters
INTRODUCTION: This chapter introduces the context of international schools and the IB PYP curriculum, outlining the problem of student disengagement in music despite ATL skill instruction and detailing the study's purpose and significance.
LITERATURE REVIEW: This section explores existing research on the IB Primary Years Programme, student motivation (both intrinsic and extrinsic), and specific strategies for motivating music students, while identifying a gap in literature regarding the application of ATL skills in music education.
METHODOLOGY: This chapter details the applied research inquiry's design, including its purpose, research questions, participant demographics (Years 5 & 6 music students), intervention plan using technology (Bandlab, Google suite), comprehensive data sources (observations, interviews, questionnaires, surveys), and crucial ethical considerations.
DATA ANALYSIS AND RESULTS: This chapter presents the findings derived from the four phases of data collection, including observations, interviews, questionnaires, and surveys, utilizing descriptive statistics, charts, and graphs to illustrate students' reported use and perception of ATL skills.
DISCUSSION AND CONCLUSION: This final chapter analyzes the outcomes of the research, discusses emerging learning themes, and presents implications for educational practice. It concludes that ATL skills are beneficial for enhancing student engagement and motivation in the PYP music classroom and offers recommendations.
Keywords
ATL skills, student engagement, motivation, music education, PYP programme, International Baccalaureate, self-management skills, research skills, thinking skills, communication skills, social skills, inquiry-based learning, primary school, student achievement.
Frequently Asked Questions
What is this work fundamentally about?
This work is fundamentally about investigating how Approaches to Teaching and Learning (ATL) skills can enhance student engagement and motivation in music lessons for Years 5 and 6 students within the International Baccalaureate Primary Years Programme (PYP).
What are the central thematic fields?
The central thematic fields include student motivation, the application of ATL skills in the music curriculum, student engagement in inquiry-based learning, and the pedagogical practices in international schools following the IB PYP framework.
What is the primary goal or research question?
The primary goal is to evaluate how teachers encourage students using ATL skills to promote high levels of engagement in music. The main research question is: "How do various Approaches to Teaching and Learning (ATL) skills motivate students studying music in Years 5 & 6 within the PYP programme?"
Which scientific method is used?
This applied research inquiry uses a mixed-method research design, combining qualitative (observations, interviews) and quantitative (questionnaires, surveys) approaches for data collection and analysis.
What is covered in the main part?
The main part covers a literature review on motivation and the PYP, a detailed methodology for data collection (observations, interviews, questionnaires, surveys), analysis of results, and a discussion of outcomes, learning themes, and implications drawn from the study's findings.
Which keywords characterize the work?
The work is characterized by keywords such as ATL skills, student engagement, motivation, music education, PYP programme, International Baccalaureate, self-management skills, research skills, thinking skills, communication skills, and social skills.
How did the COVID-19 pandemic impact the educational context described?
The COVID-19 pandemic led to low levels of intrinsic motivation, discouragement, and poor self-management skills among students completing assignments late or not at all, prompting the researcher to investigate the influence of the home environment on participation levels.
What specific technology programs were utilized in the intervention?
The intervention utilized technology programs such as Bandlab and an online Music Educational Suite, along with the Google suite, to encourage students to complete lessons and explore various ATL skills.
What were the most and least used ATL skills by students in the music classroom?
Based on observations, research skills were the most used (60%), followed by thinking skills (15%), communication and social skills (10% each), and self-management skills were the least used (5%).
What ethical considerations were prioritized in this study?
Ethical considerations prioritized respect for persons, beneficence, and justice, ensuring the safety of participants, confidentiality, anonymity, and obtaining informed consent from parents and students, with the researcher maintaining unbiased conduct.
- Arbeit zitieren
- Dr. Mario Maxwell Müller (Autor:in), 2022, The (Atl) Skills Enhance the Levels of Engagement with Students in Years 5 & 6 Completing the PYP Programme in Music, München, GRIN Verlag, https://www.grin.com/document/1674614
