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Engage, Learn, Achieve Engage, learn, achieve The impact of museum visits on the attainment of secondary pupils in the East of England 2006-2007 Sheila Watson Jocelyn Dodd Ceri Jones September 2007 Engage, learn, achieve The impact of museum visits on the attainment of secondary pupils in the East of England 2006-2007 Sheila Watson Jocelyn Dodd Ceri Jones September 2007 Copyright MLA East of England & Renaissance East of England 2007 ISBN 1 898489 45 9 Acknowledgements The Research Centre for Museums and Galleries (RCMG) would like to thank all those people who collaborated in this research and for their contributions to this report, with special thanks to Colly Mudie. Research Centre for Museums and Galleries (RCMG), Department of Museum Studies, University of Leicester, 105 Princess Road East, Leicester. LE1 7LG T: 0116 252 3995 W: http://www.le.ac.uk/museumstudies/ When a 14-year boy from Downham Market High School was asked about his assignments, including the one he had just completed after a visit to Gressenhall workhouse, he acknowledged that his previous assignments were often late because: “I’m not excited, ‘cos I think I’ll get a bad grade. But this time it was on time ‘cos I thought I would get a good grade and I was excited about it.” CONTENTS KEY FINDINGS i SECTION 1 DISCUSSION OF RESEARCH FINDINGS 3 SECTION 2 CONTEXT AND BACKGROUND 52 SECTION 3 DESK RESEARCH 59 SECTION 4 RESEARCH METHODS 75 SECTION 5 QUANTITATIVE DATA 97 SECTION 6 CASE STUDIES 176 APPENDICES CONTENTS IN DETAIL KEY FINDINGS A Background i A1 What this research does i A2 What this research is NOT setting out to do i B Key findings ii B1 Museums have a positive impact on attainment ii B2 Museums motivate pupils across a range of abilities ii B3 Teenage boys perform as well as teenage girls ii B4 Deprivation and attainment ii B5 Museums can help schools tackle difficult areas of the curriculum and ii assessment B6 Museums provide different models of engagement for schools iii B7 Museums are amazing, imaginative resources for schools iii C Conclusions iii SECTION 1: DISCUSSION OF RESEARCH FINDINGS 1.1 Introduction 2 1.1.1 Background 2 1.1.2 Evidence for attainment 3 1.1.3 Aims of the evaluation 4 1.1.4 What the research is not setting out to do 4 1.1.5 Research methods 5 1.1.6 A health warning about the research 7 1.1.7 Attainment 7 1.2 Discussion of research findings 9 1.2.1 Museums have a positive impact on attainment 9 • Pupils (and teachers) are positive about their learning 10 • Museums support the needs of pupils with different 16 learning styles • Museums provide ‘serious fun’ 17 • Pupils are motivated to do well 18 • Pupils can become emotionally involved in their work 20 • Pupils were made to feel valued and respected 22 • The museum/gallery/archive provides inspirational source 23 material • The museum visit as an immersive experience 25 ‘Was the workhouse so bad?’ – Museums providing rich, 25 immersive sites for learning 1.2.2 Museums motivate pupils across a range of abilities 29 • Less able pupils motivated and engaged by museums 30 • Wordscapes - Museums motivating and engaging less 30 able pupils to learn • The impact of a museum visit on ‘higher ability’ pupils 33 • The impact of a museum visit on ‘average ability’ pupils 34 • Teachers’ attitudes and the impact on assignment marks 35 1.2.3 Gender – boys perform as well as girls 36 1.2.4 Deprivation and attainment 40 1.2.5 Tackling difficult areas of the curriculum and assessment 41 ‘How important was Thomas Clarkson’s role in the abolition of 42 the slave trade?’ - Archives helping pupils to tackle difficult subjects 1.2.6 Different models of engagement 44 Skilful facilitation of the school visit is important. 44 • Museums can create learning packages for KS3 45 • Meticulous planning between museums and schools to 45 develop sessions • Museum educators and their skills 45 1.3 Conclusions and issues for museums 46 SECTION 2: CONTEXT AND BACKGROUND 2.0 The scope of this research report 50 2.1 Research objectives 51 2.2 Context for the research study 51 2.2.1 Renaissance 52 2.2.2 DCMS and its priorities for England’s museums 53 2.3 The development of the present research study 53 2.4 Conclusion 56 SECTION 3: DESK RESEARCH 3.0 Introduction 58 3.1 The Generic Learning Outcomes (GLOs) 58 3.2 The characteristics of museum learning 59 3.3 Attainment, assessment, learning and social inclusion 62 3.3.1 Attainment, assessment and learning in the National 62 Curriculum 3.3.2 The impact of assessment on pupils 66 3.3.3 Raising the achievement of the bottom 10-20% of children 69 3.3.4 The relationship between attainment and social exclusion 70 3.3.5 Conclusions 71 3.4 Conclusion 71 SECTION 4: RESEARCH METHODS 4.0 Introduction 73 4.1 The approach to the evaluation 73 4.1.1 Ensuring a breadth of evidence 73 4.1.2 The museums participating in the research study 75 4.1.3 The proportion of secondary pupils participating in the study 76 4.2 Methods of data collection 77 4.2.1 Questionnaires for teachers and pupils visiting museums 78 • Estimate, distribution and return of questionnaires 78 4.2.2 Assessment marks 78 • Analysing the assessment marks 79 4.2.3 Four detailed case studies 81 4.2.4 Desk research 82 4.3 Challenges of the research process 83 4.3.1 Challenges - collecting the quantitative data 83 4.3.2 Challenges – selection of the case studies 84 4.4 The schools visiting museums as part of this study 85 4.4.1 Downham Market High School – Technology College 86 4.4.2 The Manor Community College 86 4.4.3 Hampton College 87 4.4.4 Fakenham High School and College 87 4.4.5 Holbrook High School 88 4.4.6 Stradbroke Business and Enterprise College 88 4.4.7 City of Norwich School 89 4.4.8 Rosemary Musker High School 90 4.4.9 Neatherd High School 90 4.5 Research Ethics 91 4.6 Four previous RCMG evaluations and their relationship to the present 92 evaluation SECTION 5: QUANTITATIVE DATA 5.0 Introduction 95 5.1 Form A: Teachers’ questionnaire 95 5.2 Analysing the school postcodes 96 5.2.1 The Indices of Multiple Deprivation 2004 (IMD) 2004 96 5.2.2 Pupils eligible for free school meals (FSM) 101 5.2.3 Conclusion – what does this mean for attainment? 103 5.3 Form B – Pupils’ questionnaire 105 5.3.1 Who completed a Form B? 105 5.3.2 An overview of responses for Form B, KS3 and above 106 5.3.3 Reviewing the responses of pupils according to gender 107 5.3.4 Reviewing the responses of pupils according to age 109 5.3.5 Reviewing the responses for pupils - allowing for the “Gressenhall 111 Effect” 5.3.6 Reviewing the responses of pupils in comparison with the four 112 recent RCMG studies 5.3.7 Conclusion - linking positive learning experiences with 115 attainment 5.4 Assessment marks 115 5.4.1 The overall picture – the impact of the museum visit on 116 attainment 5.4.2 The impact of gender on attainment 119 5.4.3 The impact of ability on attainment 119 5.4.4 Conclusion – did the museum visit have an impact on 123 attainment? 5.5 The schools involved in the research study 124 5.5.1 Downham Market High School (Gressenhall Farm and 126 Workhouse) 5.5.2. Neatherd High School (Gressenhall Farm and Workhouse) 130 5.5.3 Holbrook High School (Suffolk Archives) 133 5.5.4 City of Norwich School (Sainsbury Centre for the Visual Arts, UEA) 135 5.5.5 The Manor Community College (Fitzwilliam Museum) 139 5.5.6 Fakenham High School (Gressenhall Farm and Workhouse) 142 5.5.7 Rosemary Musker High School (Sainsbury Centre for the Visual 147 Arts) 5.5.8 Hampton College (Peterborough Museum) 150 5.8.9 Stradbroke Business and Enterprise College (Moyses Hall) 153 5.9 Conclusion – the limits of quantitative data 153 SECTION 6: CASE STUDIES CASE STUDY 1: Was the workhouse so bad? 6.1 Was the workhouse so bad? 155 Gressenhall Farm and Workhouse and Downham Market High School 6.1.1 Overview 155 6.1.2 Research process 157 6.1.3 Context and background 157 • Downham Market 157 • Downham Market High School 157 • Gressenhall Farm and Workhouse 158 6.1.4 Key findings 159 • The relationship between the museum and the school 159 matters • It is important for teachers undertaking visits to schools to 159 have support from within their institutions • Mr Bloom head teacher, Downham Market High School 159 • The school valued the visit as much for its impact on 160 pupils’ learning and experiences as for its link with improved attainment levels in an assessed piece of work • Pupils were motivated by their emotional engagement 161 • Increased expectations/ improved confidence 162 • A The importance of the sense of place 163 • The outcomes for the pupils in terms of their learning using 164 the Generic Learning Outcomes • Assessment marks 169 6.1.5 Conclusions 171 CASE STUDY 2: Houses, habitats and homelessness 6.2 Houses, habitats and homelessness 174 Gressenhall Farm and Workhouse and Fakenham High School, Norfolk 6.2.1 Overview 174 6.2.2 Research Process 175 6.2.3 Context and Background 175 • Gressenhall Farm and Workhouse 175 • Fakenham High School and College 176 • Teachers’ objectives 176 6.2.4 A description of the Houses, Habitats and Homelessness 177 programme 6.2.5 Key findings 180 • Long term planning by museum education staff with 180 teachers and other educational professionals was an important factor in developing this successful programme for schools.
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