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This review has been accessed times since October 19, 2005

Tan, Ai-Girl. (2004). Exploring Children’s Perceptions of Learning. Singapore: Marshall Cavendish International.

Pp. ix-xxix +122
$ 22.00   ISBN: 981-210-413-5

Reviewed by Pam Guess
University of Tennessee at Chattanooga

October 19, 2005

In Exploring Children’s Perceptions of Learning, the author details information from investigations completed within the Singapore school system. The book is one of several titles in the Teaching and Learning Series published by Marshall Cavendish Academic. The Series consists of ten books summarizing research completed as a result of recent educational reform in the Asia-Pacific region. As an Associate Professor at the National Institute of Education in Singapore, Tan has authored three of the ten books in the series.

Within the context of educational reform initiated prior to the 21st century, Tan provides information relevant to primary and secondary student’s responses to various educational modifications. Tan positions the book’s content within a philosophical framework emphasizing the value of student perceptions. Use of this information can inform educational practice as well as assist in evaluating the impact of the systemic shift in priorities according to the author. Based on the premise of the Education for All (EFA) initiatives in the Asia-Pacific region, Tan asserts, “Children should be supported to learn to address their aspirations and needs in enriched learning environments with sufficient guidance, resources, and respect” (p. xvii). Identification of perceptions provides a vehicle through which to accomplish this goal.

The book provides a summary of results from several projects specifically designed to investigate student perceptions. Relying on a variety of methodologies including both quantitative and qualitative measures, Tan details steps and results from action research, stating, “We claim that studying children’s views or perceptions is indispensable, as children’s views entail invaluable contextual and personal information of their experiences” (p. xviii). Further, Tan frames these investigations within Engel’s bio-psycho-social model, prescribing a holistic approach to understanding and interacting with children. The theme of inter-relatedness between the child and other social-cultural influences also underlies the questions posed to the students in a variety of the investigations. That is, children are described as “co-constructors” of learning. Eliciting the views of students regarding learning activities becomes imperative for the stimulation of optimal educational experiences.

As noted, Singapore’s Educational Ministry initiated a changed approach to schooling in the late 1980’s and 1990’s. These mandates included emphases on changing curriculum and infrastructure of the classroom. Use of multimedia, expanding physical spaces of classrooms, and studying educational practices were encouraged. Tan’s investigations were designed, in part, to evaluate results from these changed initiatives.

Exploring Children’s Perceptions of Learning begins with a Preface and Introduction in which the educational reform in Singapore is described, theoretical underpinnings of the investigations are outlined, and the background of the studies is provided. A description of diverse methodologies which include use of the diary method, narrative analysis, and discourse analysis is also presented. Finally, these introductory sections emphasize the use of an action research approach to the generation of understanding. The book is further divided into five chapters, each detailing a separate analysis and methodology. An in-depth review of chapter content follows.

Children’s Perceptions of Learning Activities, Chapter 1

Chapter 1 is a summary of results from two studies designed to uncover students’ preferences for learning activities. Situated within activity and motivation theory, the identification of desired activities represents a tool for encouraging learners to persist in learning environments. Within the emphasis on individualizing classroom structures in the Singapore educational system, Tan directed a study with elementary school children to identify desired experiences. Using an instrument devised for this study, the “Learning through Playing” questionnaire, teachers in a variety of classrooms interviewed 270 children in pre- and post-activity sessions. Based on information from the pre-conference, teachers integrated desired activities into classroom routines as part of an action research plan. In a second study, 410 children were presented with a questionnaire consisting of items reflective of a variety of learning activities to which they rated how much they liked or disliked the activity on a 5 point Likert scale.

Results from these analyses were rather predictable. Students reportedly enjoyed interactive, familiar, unstressful, and novel activities. In contrast, students did not like unfamiliar activities and those that challenge writing and verbal skills. While identification of desired activities represents a critical concept for educational researchers, it was noted that Tan did not make reference to other investigations of this concept in other cultures or even within the Asian culture, other than her own research. Also, conclusions appeared to be made based on logical appeal but presumably outside of a theoretical framework. For example, the author stated, “the children did not rate highly project work, a core activity to be introduced in the next several years…unfamiliarity is the cause of pupils’ low rating” (p. 20). Implications of results could have been strengthened by bolstering information with other documented resources. This appears particularly critical if such research is to have practical evaluative functions for the Singapore school reforms.

Children’s Perceptions of Teacher Characteristics: A Good Teacher, Chapter 2

Educational reform in Singapore has included an emphasis on encouraging creativity and modeling creativity on the part of the teacher. Tan, Raslinda, and Hong co-authored chapter 2 summarizing students’ perceptions of the qualities that define a good teacher. A questionnaire developed by the authors blended items based on pilot testing with children, student teachers, and literature specific to creativity. The resulting instrument consisted of 59 questions which children between 8 – 11 years rated on a 5 point Likert scale. Results indicated that qualities associated with teacher-student relationships ranked highest whereas characteristics associated with non-conformity on the part of the teacher ranked lowest. Gender differences were also investigated with significant differences noted between boys and girls.

Again, results from this study could have been strengthened by inclusion of references providing an interpretive context. That is, results were straightforwardly discussed in relation to the Singapore educational system. However, information specific to the level of consistency of these results with other investigations across cultures as well as from

broad theoretical foundations relative to instructional efficacy was not provided. Without this information, application of results appears limited.

Children’s Experiences in the English Language Classroom, Chapter 3

Further detail is provided in chapter 3 regarding the contemporary educational initiatives. Creativity, as noted, is emphasized as opposed to an exclusively teacher-directed instructional approach. Learner-centeredness has become a crucial characteristic for maximizing learning within the Singapore school system. In chapter 3, results are summarized from an action research project in which 77 children ages 10 – 11 were asked to describe language activities from a number of perspectives. Students were asked to identify words associated with a creative lesson, describe activities that encouraged creativity, and list activities they wanted to increase.

Limited information is provided in this chapter regarding the action research procedures. However, it appears that the goal was to optimize student responses to language lessons by offering instruction via reportedly creative means. To supplement qualitative information regarding student responses to such activities, the authors evaluated actual student performance; all students reportedly made progress “with more pupils getting quality passes” (p. 48). The use of creative approaches to instruction offers intuitive appeal and the authors did provide a review of theoretical concepts supporting the instructional value of this emphasis.

Secondary School Students’ Perceptions of Choral Learning, Chapter 4

Tan co-authored chapter 4, prefacing results from this investigation with a more detailed description of educational reform in Singapore. While no information is provided about the impetus for this change, Tan cites “holistic” development as a major focus for education. Included in this focus is an emphasis on interpersonal, intellectual, and emotional growth of students. Co-curricular activities, known as CCA’s, have become one vehicle through which these outcomes may be fostered.

In chapter 4, Tan and her co-author, Yee, summarize secondary students’ perceptions of choral learning, a highly emphasized CCA that has received community support and an element of prestige. Rather than utilize the more common methodology of administering more standard questionnaires to obtain information about student perceptions, the authors chose a qualitative focus that was exploratory in nature. Students were asked to identify liked and disliked activities in choir in relationship to personal preferences, perceptions of the choir instructor, their peers, and the choir process and learning outcomes.

Positive perceptions of choir participation were largely reported not only in terms of individual interests but also in terms of instructor efficiency and support of this learning process. This result as well as the finding that females rated choral activities higher than males was expected. In addition, comparisons between two schools, one with an established choir program, the other with a newer program, yielded predictable results. That is, students in the school in which choir had been established for a period of time rated activities higher than did students from the other school.

Uncovering Children’s Perceptions and Learning: Some Strategies, Chapter 5

One final study is detailed in chapter. 5. Tan, Lim, and Chee-Yuen co-authored this chapter outlining results from an action research investigation. Utilizing feedback from students, the specific strategies of brainstorming in process writing, the 3-2-1 strategy, and challenge corner were implemented in a classroom. Students provided information on “my ideal school” in a writing activity and information learned and questioned (3-2-1 strategy) on other tasks. Finally, students moved into the role of “teacher” when completing “challenge corner” in which they had to design a quiz question using the “Guess and Check” strategy.

Results from the brainstorming activity indicated a focus on the school facility (i.e., improve the school food), increased freedom, and alternative methods for assessment (e.g., open book tests). The 3-2-1 strategy was applied to the brainstorming activity with positive responses to the experience reported by the students. In essence, facilitation of learning was supported by student responses. The third strategy, challenge corner, was explained in terms of types of questions designed by the students but not with detail regarding student performance in answering questions.

Epilogue

In this chapter, the author summarizes main themes that emerged from the studies explained in chapters 1-5. Underscoring the need to design learner-centered educational experiences, Tan identified four learner-centered strategies employed in the investigations. First, expanding learning spaces was recognized as a means to approach learning from a different perspective. That is, encouraging individual creativity in learning responses requires the teacher to become a facilitator of learning rather than simply the dictator of learning. The second theme, acknowledging children’s constructive wishes, emphasizes the need to consider children’s interests in designing learning experiences in order to facilitate knowledge acquisition as well as persistence in activities. Exploring children’s perceptions of usefulness and goodness was identified as the third theme. Again, a challenge to the teacher to design activities of interest to students is provided. Finally, identifying teacher roles, was discussed as an important foundation to instructional approach. These four themes converge to support intrinsic motivation and self-determination of the part of the student. Obviously, such characteristics support learning activities and outcomes.

Critique

The author’s intention of providing information specific to student perceptions was accomplished from several angles. In addition to identification of interests, investigations of perceptions of various types of learning activities, ideal teacher roles, ideal school environments, and attitudes toward specific content were explained. Positioning the investigations within theoretical constructs such as the bio-psycho-social and holistic model of learning provided foundational concepts for discussion of results. Also, the unique emphasis on understanding student perceptions runs thematically throughout the investigations; this focus acknowledges the crucial role of the learner, in addition to the instructor, and provides a more comprehensive understanding of the learning process. Another strength of the information concerns identification of specific instructional strategies that are possible to adapt in a variety of educational settings. These strategies are very clearly outlined with supporting worksheets attached.

While the base of investigating student perceptions is well-founded and supported by literature from other cultures (for example, Sexton-Radek & Paul, 2002), several features distract from the usefulness of this book. First, reliance on rational interpretations of results rather than positioning results within the framework offered by other investigations (for example, d’Ailly, 2002) minimizes the strength of results. In a related vein, an absence of supporting documentation of results leaves the information lacking in practical usability. While offering support for various statements, the reference to numerous theories throughout chapters was confusing. Instead of utilizing multiple theoretical concepts, beginning the book with a parsimonious theoretical perspective would have greatly enhanced the importance of results. For example, many of the concepts echo the theoretical constructs articulated by Dewey (1933), Piaget (1929), and Vygotsky (1962) in regard to perceptions, cognitive development, motivation, and construction of knowledge. Another major obstacle for readers relatively more unfamiliar with Asian-Pacific reform is the awkward scattering of background information throughout the chapters rather than comprehensively outlining contemporary initiatives in the Introduction. Provision of an historical background prompting these reforms could have also bolstered the value of the book’s content and comprehension by readers. Finally, thorough descriptions of methodology and results were sometimes absent, making interpretation of information vague, at best. Again, from a practical perspective, valuable information may have been lost through lack of detail.

The topic interwoven throughout this book is interesting and instructive for those involved in the study of children’s learning and educational experiences. Stylistically, the book is difficult to read but, perhaps, may not be so challenging for an individual familiar with Asian practices and language. Even so, Tan’s summary from extensive studies completed directly with children offers insight into perceptions and interests of a culturally homogeneous population.

References

D’Ailly, H. (2002). A cross-cultural study on autonomy and perceived control in learning. Paper presented at the 110^th Annual Convention of the American Psychological Association, Chicago.

Dewey, J. (1933). How we think: A Restatment of the relation of reflective thinking to the educative process. Boston: D.C. Heath.

Piaget, J. (1929). The child’s conception of the world. New York: Harcourt, Brace, and Jovanovich.

Sexton-Radich, K., & Paul, P. (2002). Academic motivation in middle school children: A cross-cultural comparison. Educational Resources Information Center.

Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.

About the Reviewer

Dr. Pam Guess is an Assistant Professor in the Graduate Studies Division of the College of Health, Education, and Professional Studies at the University of Tennessee at Chattanooga. As a school psychologist, Dr. Guess has worked in a variety of school settings from preschool to post-secondary levels. Her research interests include investigations of perceptions of parenting, perceptions of educational services, and behavioral interventions.

Copyright is retained by the first or sole author, who grants right of first publication to the Education Review.

Editors: Gene V Glass, Kate Corby, Gustavo Fischman

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