SHEKOU INTERNATIONAL SCHOOL
The Effect of the International Baccalaureate Program on Student Relationships IB HL Psychology
Maria Montgomery, Ji Ho Son, Carly Whetter, Jisu Yun 11/18/2011
Abstract Relationships are highly valued in both adults and children, and have proven to be crucial in developmental health. In this study the impact of the rigorous International Baccalaureate Diploma Program (IBDP) on student relationships was evaluated and investigated through the use of interviews, observations and a case study. In the three studies, the researchers focused on students of Shekou International School. In the interviews, 19 students were asked to volunteer for one of the two 10-15 minute focus group interviews; for the observations, three students were observed to see how they interacted with peers inside and outside of school, and in the case study an 11th grade student was observed and interviewed. After the completion of these three studies, the results showed that the IBDP has a negative impact on the student’s social relationships as they are no longer in classes with their friends in other grades, decreasing socialization between the grades, and because of their increased workload where they do not have as much time to socialize with their friends.
Contents Introduction .................................................................................................................................................. 1 Method ......................................................................................................................................................... 1 The Interviews........................................................................................................................................... 1 Design:................................................................................................................................................... 1 Participants: .......................................................................................................................................... 2 Procedure:............................................................................................................................................. 2 The Observations ...................................................................................................................................... 3 Method ................................................................................................................................................. 3 Design:................................................................................................................................................... 3 Participants ........................................................................................................................................... 3 Procedure .............................................................................................................................................. 4 The Case Study .......................................................................................................................................... 4 Design.................................................................................................................................................... 4 Participants ........................................................................................................................................... 4 Procedure .............................................................................................................................................. 5 Results ........................................................................................................................................................... 5 Interviews.................................................................................................................................................. 5 Observation............................................................................................................................................... 7 Case Study ................................................................................................................................................. 8 Discussion...................................................................................................................................................... 9 Conclusion ................................................................................................................................................... 10 Works Cited ................................................................................................................................................. 12 Appendix ..................................................................................................................................................... 13 Interview appendix ................................................................................................................................. 13 Appendix 1 – Informed Consent ......................................................................................................... 13 Appendix 2 - Transcript ....................................................................................................................... 14 Appendix 3 – Debriefing statement .................................................................................................... 23 Observation Appendix ............................................................................................................................ 24 Appendix 4 – Informed consent for Observations .............................................................................. 24 Appendix 5 – Raw Data (Verbatim from Observational Notes) ......................................................... 25 Case Study Appendix............................................................................................................................... 26
Appendix 6 – Informed Consent for Case Study ................................................................................. 26 Appendix 7 – Interview transcribed notes .......................................................................................... 27 Appendix 8 – Observation Notes ........................................................................................................ 28
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Introduction In today’s society relationships are a vital component in our behavior. Peer relationships and friendships become more important as children grow into early adolescents. Research indicates that older students interact with peers more frequently and longer than younger students do, both in and out of school (Larson and Richards, 1991). So, if peer relationships affect academics and school life, what are the effects when reversed? In other words, how do academics affect social relationships? Also, adolescent friendship offers mutual reciprocity, guidance, and support. Their tendency of choosing friends with similarities can be accounted for by the social exchange theory, which claims human relationships are based on give and take affiliation (Thibaut). This means that teenagers in similar circumstances are more likely to bond together rather than being acquainted to people from different situations or in this case, different grades. According to social exchange theory, where “the social change and stability represent a process of costbenefit analyses between parties” apply to Shekou International School (SIS) International Baccalaureate (IB) candidates who are expected to interact more with other IB candidates because they have to work together in order to succeed – for instance study groups (Fournier). In turn the relationship with students in other grades should suffer because it is not necessary for IB students and non IB students to interact with one another. The aim of this study conducted by Shekou International Students (SIS) students was to explore the effects of the IB program on different relationships throughout the high school. The International Baccalaureate (IB) is a program in schools in 140 different countries; the IB aims to create students that are globally aware and contributing citizens in society. The research question that guided the study was: to what extent do the demands of the IB program affect relationships with high school peers at Shekou International School? High school students were interviewed, observed and asked to participate in a case study so that the question could be thoroughly answered.
Method The Interviews Design: During this study, interviews were facilitated in focus groups, where participants were grouped with fellow students that they had a pre-existing social relationship so that they would be more comfortable conversing with one another, as were able to discuss the change in their relationships after the introduction of the IB program. The interview was semi-structured which allowed the participants to talk as if they were having a daily conversation, but yet the interview still had direction, which allowed a natural and comfortable atmosphere to all who were involved. In addition, although questions had been prepared prior to the interviews as questions that would direct the conversation, the researchers asked new questions that stemmed from the conversations as the participants ideas grew and developed,
2 allowing flexibility. The questions that were asked were developed beforehand and consisted of descriptive, structural, contrastive and evaluative questions, as well as questions that naturally came up during the during the interview to deepen the inquiry of data. Before the interviews, an informed consent form was written to ensure all participants that their rights were being considered and their identity protected (Appendix 1). Participants: The participants for this study were Shekou International School (SIS) students chosen randomly by means of convenience sampling through the school email system. However, only a small amount of students replied to the email. Participants were then approached directly and were presented with the informed consent form. The participants from grades 9 through 12 were specifically selected for their social relationships with students who were partaking in the IBDP. Four students from each grade (Grade 9, 10, 11, 12) who were either participating in IB (Grade 11) and those who were not (Grades 9, 10, 12) either volunteered or were asked to participate and were then split up into two focus groups. The participants were across the board in age, gender, nationality, religion and culture. The participants were required to have previous experience with SIS before the IBDP, so a comparison could be made (Table 1 and 2). Table 1 - Participants for Focus Group 1 Participant MA JW BS TL JN TK PB AC
Grade 9 9 10 10 10 11* 11* 12
Gender Female Female Male Male Female Male Male Female
Table 2 - Participants of Focus Group 2 Participant SP EG RT WS
Grade 12 12 12 11*
Gender Female Female Female Male
BC CH SB JF MM
11* 10 10 9 9
Female Male Female Female Female
*Current IB Student Procedure: The interviews were facilitated and designed in the following ways: after the initial question was developed, it was decided that the interviews would be conducted in focus groups and would be transcribed verbatim. The plan was to have participants separated into groups of ten and interviewed as a whole as a laptop computer recorded the conversations with the audio program Audacity. From this initial plan, questions regarding social relationships, the International Baccalaureate Diploma Program (IBDP), and the students’ general outlook of the program were developed. After the basic questions were created, the informed consent form (see Appendix 1) was drawn up, specifically stating that all information stated by the participants throughout the interviews would remain anonymous and
3 confidential. The actual interviews (see Appendix 3) took place at 3:15 p.m on Wednesday March 2, 2011 in two enclosed ‘bubbles’ that are located on the high school floor of SIS, lasting approximately fifteen minutes each. Afterwards, the debriefing statement (see Appendix 3) was read to the participants and also sent to each of their own personal emails to thank them, to show the great appreciation for their participation and also to remind them of ethical agreements. Afterwards the recordings were transcribed verbatim. Each of the participants were referenced by their initials to preserve their anonymity. Afterward, an inductive content analysis was conducted and conclusions made.
The Observations Method The type of observation conducted was a non-participant naturalistic observation. The naturalistic method has aided in the retrieval of valid data that truly represented the participants’ behaviors with the least amount of researcher influence or bias. Being that the environment of the observation was mostly in school, the common locations of observations were places were students would socialize; being that the research question is focused on the interactions between IB and other students. Thus, students were observed during their normal interactions with other peers (talking during breaks) and their interactions online (status updates and posts). The experiment is overt, meaning that the participants were informed of the ethical considerations and the procedure of the observational research study. The informed consent in the appendix section includes all the ethical considerations and how they are to be avoided. Design: The researcher should keep in mind that students, high school students in particular, are vulnerable to not being themselves at many times, especially if they know they are being observed (participant expectations). Observations will take place in the common “hang out” areas of school and around the community, keeping in mind the importance of blending in as the researcher. These locations include:
School cafeteria Sofas and longue chairs Within the class room
Social gatherings outside of school include:
SeaWorld Sport fields or courts Playground Restaurants Malls
Participants The participants were chosen in hopes of delivering a variety of age groups to be able to observe student to student interactions at different academic levels of rigor. Participants included fellow students of SIS from grades 9, 10, and 11. Participants were also chosen according to the number of times seen out doors with peers and collaborations with after school activities, to ensure that observational opportunities would be plentiful.
4 Procedure To perform an overt, non-participant, naturalistic observation, the first thing that must be done is that the ethical considerations must be addressed in a formal way with the use of a well written informed consent (See Appendix 4 for example). Participants also have to be notified of how the researcher plans to avoid breaking any ethical guidelines which should also be in the informed consent. Once the participant has agreed to take part in the observational study by signing the informed consent, observations can begin. When on campus, observations on student-to-student interactions and relationships are best to be done during break times between classes, lunch times, and possibly after school. Notes should be taken on a laptop. Besides being efficient, it serves as a blending mechanism within the student body. To observe student-to-student interactions when participants are doing afterschool activities, notes should be taken on notepads, being the more durable choice. Locations of afterschool activities, such as sports fields, are excellent places to observe IB student-to-student interactions. The content of notes, whether in or out of school, should consist of: Student-to-student: Content of Dialogue/Interactions Student-to-student: Level of physical comfort and use of body languages Groups created within the student body Student-to-student judgments (abundant within high schools communities) Attendance/Absence of IB diploma candidates within social groups
The Case Study Design This case study includes narrative interviews and non-participant and naturalistic observation. A narrative interview enables us to explore the complexity of individual experiences and gain an in-depth understanding of their thoughts. Since the participant and their peers have the tendency of gathering around the same spot every day in school, it will grant a great opportunity to observe normal daily interactions with other students. Participants In the process of choosing participants, the most prospective participant should be narrowed down to eleventh graders among all the students in SIS. Then the participant is selected based on his or her personality and characteristics: the person must be someone who has been in SIS before the IB program began and does not have a close relationship with the researcher. The chosen participant, student AT (male, 16), had been in SIS for 6 years, is in eleventh grade, and is one of the first IB students in SIS. He has spent his entire high school career in SIS and has been involved in a high school band with his eleventh grade peers since the eighth grade. The participant is able to describe and show the change in his social relationships after being introduced to the IB program in comparison to his previous life in SIS.
5 Procedure After the participant was chosen the researcher asked him to sign an informed consent. Then, the researcher started an interview gathering basic information about the participants in order to understand the individual’s characteristics better. In the interview the researcher created a comfortable environment without any outside distractions for the participant; the researcher recorded all the conversations during the interviews. After the interviews were finished, the contents were transcribed via verbatim. During the observation process the researcher scrutinized the participant’s behavior and interaction with high school peers during lunch, the 15 minute break and class time. All observed incidents were recorded as notes.
Results Interviews
Figure 1 - Inductive Content Analysis on how the IB program affects student relationships
6 The seventeen students who participated in the interviews found that the IB Diploma Program is something that is stressful, and something that will negatively impact their relationships with other grades, and many felt that IB was something that they were not looking forward to doing. Students felt that if they were not an IB student, they felt that they did not understand what the IB students would say (i.e inside jokes), as they were no longer in any of their classes and were not familiar with the program. The students found that IB, although good for education, has further made a divide between the grade levels, which in the previous year social groups had been from an array of grades, contrary to after the IB program was introduced. However, all of the students found that relationships between the IB students themselves were strengthened and that the relationships of the IB students were positively affected by the program, contrary to their beliefs about the rest of the student body. Students who did not have the opportunity to take the IBDP, like the 12 graders, as the IB program was introduced to them at a time where it was not possible for them to partake, found that although it would be stressful they would have preferred to take the IBDP because it is highly recognized by universities. However if the student had received high scores without the IBDP they found that it was something that they preferred because it seemed less stressful and they also had time for other social activities with peers. Overall, most students had a negative attitude towards the program in general, most likely do to what the IB students had told them, rather than firsthand experience. All students agreed that due to the IBDP their relationships were largely affected (Figure 1).
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Observation
Figure 2 - Inductive Content Analysis
From analysis of the data gathered from the 3 participants (seen in Appendix 5), the main conclusion would be that the demands of the IB program affects relationships with other high school peers to an extent where academics isolates IB students from the rest of the school. These results were more along the side of McParthland’s theory of student-to-student relationships, which stated the most legitimate student-to-student interactions within schools, have been limited to extracurricular activities that rarely deal with academics and the basic issues of classroom life (McPartland 1997).
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Case Study
Figure 3 – Inductive Content Analysis
During the interview AT explains how the IB program has changed his free time by saying that the “IB takes too much of personal time” and there is “not enough free time” to spend with his peers. According to his explanation, after the new semester he rarely spends his time hanging out with friends. Also there is a continuous emphasis on the stress of managing time for homework and adjusting to a new, study-focused environment. In addition the participant explained the loss of his personal time due to increased amount of work and assignments had required him to quit his band, with whom he’s been involved with since the eighth grade (Figure 3). The behavior inferred from the observation is that AT as an IB candidate has had to spare his break and lunch time for meetings with his teachers about IB assessments instead of spending with
9 friends. Also a lot of his conversations with friends revolved around assignments. However, his conversation was mostly with eleventh grade students; most of eleventh graders tend to spend their break and lunch time talking to other IB candidates at the same spot in the humanities area. Their gathering at the spot was regular and did not involve much interaction with other grade students. Thus, from observing and speaking with A.T, the IB program has affected his peer relationships and his daily life.
Discussion The interviews, observations and case studies that were conducted provided extremely helpful information on how students perceived the IB program. The interviews enabled students to freely discuss personal thoughts about what they think of the IB and how it as affected the relationships, while the case study and observations contextualized what the participants said in the interviews, to their daily lives. This in turn helped researchers answer their research question: to what extent the demands of IB diploma program effects candidates’ relationship with other peers in SIS.
From what the participants shared it seemed that through all the hardships of the IB program students became closer because they could relate and ‘suffer’ the same things. TK asserted that “[the IB students] bonded ‘cause we’re going through the same stuff and survive the same things, you know, team up.’” Though the IB students have grown closer, other peers feel that they’ve distanced with the IB grade: “I’m kind of losing a friend because of school” BS said, acknowledging the difference between IB students and non-IB students. This applies to social exchange theory because the IB students feel as though they are only affiliated more with other IB peers due to the similar pressures and work. This however has a negative impact on the relationship with other IB students because they are not under the same pressures. A constant theme that is seen continuously throughout the interviews and observations are negative feelings toward IB: all students feel either stressed from IB or are scared to undertake the program. BS claims “that [he’s] afraid because [he] knows what’s going to happen and that’s what scares [him] the most”. Students from each grade had a different outlook on the program. The seniors considered the IB as a good experience: AC says “I do feel IB is like really good because I have friends [who are] always teaching me stuff. Like Theory of Knowledge and I actually enjoy having conversations with them so in a way IB is good”. So through AC’s observations she sees the positive aspects. Yet, when reviewing other responses other grades have negative attitudes towards IB. This affects different relationships because as AT said, and showed through the observational part of the case study, that it was hard for him to make time for school and his friends: “Since the transition is so different, it is very different from the environment that we were used to and it is really hard to adapt to the only study focused and working environment. I tried to stick with my same style of studying but I later realized it wouldn’t work out anymore. I had to rebalance how much I spend for break time”. AT shows the negative aspects of IB, as his life is not balanced in the fact that he has to spend more time studying than socializing with his friends.
10 The data gathered from the observation indicates that in cases where IB students do make relationships with other high schools peers, its main reason for them are due to after school activities such as sports and drama clubs and a couple rare cases of social interactions. The participant that was the first year IB diploma candidate served as a prime generalization of how most eleventh graders are influenced by the demands of IB socially and of course academically. Having done an (non-participant, naturalistic, overt) observation, risks of participants reacting to being observed was indeed a concern. Fortunately, with the help of a well-structured procedure and an effective note taking process that didn’t involve interactions with the participants at all, researcher influence was limited as hoped.
Conclusion The full intention of this study was to make sure all results were accurate in terms of answering the research question. It seems that through interviewing different students from varying grades, IB does affect relationships. These changes in associations are not only negative, which is what is mostly implied throughout the interview, but also positive. The case study, including the method of non-participant observation provided an objective assessment of the participant’s behavior associated to the IB program. The narrative interview was especially advantageous to scrutinize the participant’s feeling and detailed account of the impact of IB program. However, if observations from outside of school were available, they could have improved the accuracy of results since it was limited to behavior in school.
However, it should be taken into consideration that there was a researcher’s bias, because the participants were directly approached and chosen for the benefit of the researcher. Researchers were also students at Shekou International School. The student population was small enough that most students saw one another every day. This is why it made it difficult to find participants with which the researchers did not have a social relationship. Thus, researchers’ bias existed because of the various social relationships with the students being interviewed. Another limitation to this study was how it was designed. Although the focus groups simplified the process of gathering information, the data was transcribed verbatim after it was recorded on Audacity and at times the recording was difficult to understand as there was extraneous noises such as laughter, conversation between participants and interruptions between the participant themselves with others as new ideas came to them. This may have led to inaccurate representation of data through the transcription. In the observations, although true qualitative data was successfully gathered with very limited researcher influence, there are aspects of the design and procedure that could be altered and improved. For example, the note taking process was successful in terms of taking as much rich notes as fast as possible, however notes were not taken in an organized fashion. Only one category was used for each of the participants when recording observed notes, that category being that the notes were for that
11 participant. For future references, a more organized note taking fashion should include that the notes be taken categorically, with one section reserved for content of student to student dialogue, another being reserved for social groups made by students, and so on. Not only will this help in creating a more organized and reliable note sorting technique, it will also aid in the analysis process where raw data would be easier to pick out and work with. Finally, Woodward and Fergusson (1999) claim that social relationships that are cultivated during youth, both inside and outside of school, are essential for leadership and other skills later on in life. Since IB is more demanding than most high schools it heavily impacts certain relationships, specifically those between students who are taking IB and those who are not. What can be concluded from this study is that although the IBDP prepares a student for university, a student’s social relationships, which also prepare students for the future, suffer and could have a lasting damaging effect on IBDP pupils.
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Works Cited Fournier, Gillian. "Social Exchange Theory." 28 November 1992. Hohlbaum, Christine Louise. "Why Our Schools Need More Slow | Psychology Today." Psychology Today: Health, Help, Happiness Find a Therapist. Web. 2 Mar. 2011. Web. 29 Mar. 2011. Jacobs, Charles S. "Asocial Network | Psychology Today." Psychology Today: Health, Help, Happiness Find a Therapist. 21 Feb. 2011. Web. 29 Mar. 2011. <http://www.psychologytoday.com/blog/managementrewired/201102/asocial-network>. Larson, R., & Richards, M. H. “Daily companionship in late childhood and early adolescence: Changing developmental contexts.” Child Development, 62, 284–300. 1991. Maslow, Abraham H. "A Theory of Human Motivation (Abraham H. Maslow)." Altruists International - An Altruistic Community. Web. 29 Mar. 2011. <http://www.altruists.org/f62>. Uche, Ugo. "A Route Towards Helping Your Child Attain Better Grades. | Psychology Today." Psychology Today: Health, Help, Happiness Find a Therapist. 13 Sept. 2010. Web. 29 Mar. 2011. <http://www.psychologytoday.com/blog/promoting-empathy-your-teen/201012/route-towardshelping-your-child-attain-better-grades>. Thibaut, Kelly. "Social Exchange Theory." Changing Minds and Persuasion -- How We Change What Others Think, Believe, Feel and Do. Web. 30 Mar. 2011. <http://changingminds.org/explanations/theories/social_exchange.htm>. Woodward, L. J., & Fergusson, D. M. (1999). Childhood peer relationship problems and later risks of educational under-achievement and unemployment. Journal of Child Psychology and Psychiatry, 41, 191–201
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Appendix Interview appendix Appendix 1 – Informed Consent
INFORMED CONSENT You are invited to participate in a research study conducted by IB psychology students. This interview will assist in the complete compilation of how the demand of the IB diploma affects relationships with other high school peers. Participation involves partaking in an interview with other SIS high school peers. Participation is voluntary, and the research will benefit tremendously from your full participation, you may discontinue participation at any time or choose not to answer particular questions. You may be assured that our results will be completely confidential. There is nothing contained in the interview questions or the responses that will identify you personally. This survey experience is not expected to present any risk, you will only be discussing your relationship with IB students. Further use of the data and results will be used in our finished assignment for IB psychology. You will not receive any compensation for your participation, but your responses will help us enormously. Your responses are extremely helpful to the completion of our assignment and we immensely appreciate it. I have been informed about the nature of the experiment I understand that I have the right to withdraw from the experiment at any time, and that any information/data about me will remain confidential My anonymity will be protected as my name will not be identifiable The experiment will be conducted so that I will not be demeaned in any way I will be debriefed at the end and have the opportunity to find out the results I give my informed consent to participating in this experiment Print Name: __________________________________________ Signature: ___________________________________________ Date: ____________
If you have any questions about this study, or would like to inquire about the results, you may contact us at:
14 Maria: 12mm01@sis.org.cn Carly: 12cw01@sis.org.cn
Appendix 2 - Transcript
So I am going to start with people who are not in the IB Diploma Program first. Explain what the IB diploma program is to your knowledge. SB: It’s hard. JF: Yea. That’s all I know. MM: You always have to study SP: You have to write an extended essay JF: You have to write loads of essays. MM: It like drives you insane JF: You can fail it … MM: So I’ve heard JF: … easily EG: It’s a two year program JF: You have to take a test to get into it SB: There are internal and external assessments EG: Good for colleges SB: That’s what they tell you -laughterCH: It’s recognized in all colleges around the world SB: Not all colleges I don’t think so. Not in every country Okay now IB people
15 WS: It’s true what they said BC: Yea 3 HL 3 SL You… WS: Extended Essay, CAS…Um…And TOK journal BC: Yea, it sucks. Do you have any friends or family in the IB program? MM: Yes. CH: Friends! RT: Friends! A lot of friends? CH: Yes. BC: No. I don’t have any friends. I’m just kidding. How often do you see them? Collective: Every day. MM: Oh! No! Like 5 days every week. CH: Every weekend. But have you noticed a change in the amount of time that you spend with them now that the IB diploma program has started? CH: No. MM: No. WS: We mostly see them for collective work CH: No. RT: I don’t see [the IB students] outside of school. Inside of the school vs. outside the school. CH: No because last year I wasn’t that good friends with WS but this year I have gotten a lot closer to him. So it has positively affected your relationships?
16 RT: We don’t so much hang out with our friend in the IB diploma anymore. CH: Positively. Is that because of the amount of work? RT: Yes. WS: Definitely. RT: She told us that it was because of all of her projects for the IB diploma Do you think that it is affected by the fact that you are a senior? And that you have a lot of work. SP: It is the second half of our senior year and I have senioritis so we don’t have that much work. –laughterOkay has anything else changed with your relationships with them? WS: When you talk to your friends it’s mostly about work and other projects SB: Yes! They always make those nerdy jokes about like – laughter – they are like explain your knowledge, how do you know those senses, blah blah blah, perception. TOK, blah blah blah. -laughterCH: Whenever I talk to IB people now they are always talking about work, complaining about IB Collective: That is true. MM: Yea that they always complain CH: Especially WS MM: Like if I am walking home with let’s say BC and I’ll be talking about like a class that is so hard I hate it there is so much work all these tests and stuff and they are just negative about school work SB: I’m so well rounded! -
Laughter –
Does anybody else have anything to add? BC: Even IB people? CH: Aww that sad! BC: Oh, I don’t have a life.
17 -sighsCH: Aww that sad! BC: No it’s true! Like, I never do anything anymore ever besides work! WS: Weekends are so dull! CH: No they’re not! Shut up! BC: I don’t know! -laughterOkay so do you feel closer or more distant to IB students, IB students can answer and so can others. BC: I feel closer to like IB people but distant from non IB people Okay WS: Yea BC: Yea Anybody else? EG: I don’t know, I think that there is a definitely a divide like in a group with like a group of non IB and a group of IB kids, the IB kids are always like “oh we have it so much worse off than you” blah blah blah CH: Especially [student at SIS] WS: But also inside jokes BC: Yea WS: Class content -laughterSo IB students do you guys notice a change? What grade do you spend the most time with? BC: Our grade. WS: Yea That’s because of the IB program? WS: Yea we spend most of the time discussing and helping each other for IB stuff Okay what does it feel like to be an IB diploma program student?
18 BC: Smart. -laughterBC: No I’m just kidding WS: It will probably give us some satisfaction at the end knowing that we survived But not now? WS: No -laughterWS: Not at the moment Okay BC: Stress Do you guys prefer to be in an IB school or a school like what we had before that was just AP. Everyone can answer this, especially people who are going to be in IB next year. CH: Well straight away from what we hear about from IB students I don’t want to do IB . SB: I don’t want to do IB. CH: Because they say it is so bad and so horrible especially in this school WS: We didn’t say bad! SB: No not this school MM: I’m just scared of it like not being able to do all the work and all the tests and stuff and knowing that it affects your grade a lot and colleges look at it is just scary to know that. EG: But as a senior leaving I wish I had done it. Like when you look at school websites … -noises of agreement “yes me too” etc. ect. EG: …and colleges and universities I wish that I had done it so I think that it is a good thing CH: Yea RT: But then again part of me is always …I am happy that I didn’t have to do it because although IB would have been better on my reports I am hearing all of the horror stories about how they have to stay… (laughter) basically have no life right? But then I am still getting good grades for all the work that I have done which is like APs and stuff so I am really happy with my results so I don’t have to worry about other stuff.
19 Okay so this kind of fits in with that but how did you feel when the school said that we would be changing to an IB program? MM: Scared. WS: We had no choice So you felt that you were forced into it? WS: Yes. SB: We aren’t forced into it? There’s a way out? –LaughterCH: There is no way out. WS: There is no more AP at this school MM: That’s not likely JF: I don’t know, I was kind of happy CH: I was happy. Actually I was not. So for those of you that were scared before, do you still feel that way? MM: Yes. IB people? WS: Actually it didn’t look as bad at first BC: Oh, I think it is way easier than I thought it would be.Like I think… Was it the anticipation? BC: I don’t know like I always thought that it would be really hard and like a lot of work. I don’t know if it is this school or just IB in general it’s not as hard as I imagined. I mean it’s a lot of work I guess but not as much as like I thought it would be. I don’t know… Does anybody have anything to add to that? WS: The worse has yet to come. -laughterCH: Extended Essay BC: Next year April Oh my god! May!
20 WS: I am spending my birthday here taking exams BC: For like a month. Oh my god. SB: You guys have to take exams for a month? WS: At least we finish on April 28th Okay so what does it mean to be in the IB diploma program? Seniors and juniors and freshman compare and contrast pressure for our school. Social relationships and also work in general. RT: I think that IB is a bit more… what I think is a bit more ridged, it is easier to fail. I think… There is a lot of… You have to follow a set requirement of like what they want. I am in IB chem right? Mr. Serio is always talking about how you have to have this this this in your lab report and it has to be exactly so, so they can give you a good grade but for my careers classes like my AP classes, even AP classes weren’t as hard to score well on. Do you think that it being a 2 year program makes more of an effect on that because AP is only a 1 year program? RT: Yea I guess so because it is two years so IB goes into a lot of detail when AP was really fast. So I guess that is the difference. Okay. Anybody else? WS: Oh, I think we shouldn’t compare IB with a normal high school because you can always fail IB and still pass high school BC: That is true. Do you think that is a good or bad thing? SB: Wait what do you mean? CH: That is a clever statement. WS: It’s good, it’s good because… BC: You can still pass high school with only five certificates per class WS: It is harder but you can get more out of it. You can still do… the way that you pass normal high school you can apply it to IB, sure you won’t do too good… you’ll probably fail but still you pass high school. And by passing high school you can still get many jobs. BC: But normal.. I mean, IB requires CAS and everything and if you don’t do it you don’t get your diploma. And like there is class like TOK where it’s like a whole bunch of crap. I feel like later on in life its like “oh my god maybe my sense perception is failing me right now, maybe this isn’t what I am really seeing” you know? Like, I mean you are never ever going to use it. Ever. I think, in my opinion.
21 But do you think the amount of work that we get in the IB program will help us more than the amount the AP program? WS: I think so. BC: I don’t know. For university, I mean. RT: Talking about university, they take the IB program much more seriously than AP so even though you get credits for that I don’t know if you get… BC: It depends on where you go for college. Like if you go to the states maybe AP might be more useful JF: And also like BLAHHHHH BC: Maybe you could go to Europe or something. Sorry. JF? JF: Also the IB program I think it definitely widens our options because you know when we only take AP it really limits us on where we want to go for example BS(Focus Group 1) wants to go to more prestigious schools like in the Ivy League. If we have the IB it is definitely a great on our transcript. Do you think that it is helpful that IB makes you do three Higher Level and three Standards where AP you can do just one AP you can do just one AP… BC: You can chose to not do that and only get a certificate. You can’t do that in our school though because… -LaughterDo you think that is good for us or not? BC: That depends on who you are if you are like you can’t manage yourself then maybe that’s bad because you are forced into something you can’t do. But if you were going to do IB anyways and the school did force you then maybe that’s good. I don’t know. What does social relationship mean to you? BC: Friends CH: Friends JF: Popularity CH: Friends BC: Friends
22 WS: Friends CH: Friends RT: Interacting with people CH: Uh… friends? -LaughterJust friends? -LaughterCH: No, no, like boyfriends and girlfriends. JF: Oh yeah. BC: Still friends -LaughterWS: Life outside of school Do you think that having good social relationships in the IB program positively affects your success or no? SB: Wait having friends helps what? BC: I’m confused Well if you have friends who are in the IB program and you are too …do you think that helps you because you can work collaboratively with them, or do you think that it would be bad if you didn’t have any social relationships? -LaughterAll: Yes BC: That is a little harsh CH: Of course it would be bad Sorry that was phrased weirdly. So overall after everything that we have talked about do you think that the IB program negatively or positively affects social relationships? CH: Sounds like negatively
23 MM: Depends on how strong the relationships are you know? If it is just like acquaintances you don’t want to see them anymore but if it is like a good friend then it… you still see them but you don’t talk as much and if you do, sometimes you just don’t remember because you think more about IB and homework and what you have to do tonight and what you have to do for tomorrow and stuff. JF: Also the IB brought the juniors closer together you know? CH: Yea you can see that BC: Yea it is like both CH: You can see that SB: It is positive for the juniors but negative for everyone else. -LaughterDoes anyone have anymore thoughts? All: No. Okay.Thank you. -debriefing statementAppendix 3 – Debriefing statement Your participation in this research on how the IB Diploma program affects social relationships was greatly appreciated, thank you. The interview questions were used for students at Shekou International School only. The purpose of this study was threefold: to gather information on the extent to which the IB program affects relationships between students within the program itself, social relationships of IB students with students of other grades, and evaluate how those relationships have changed when the IB program was introduced into SIS. The interviews were facilitated in focus groups instead of one on one to gather more information and to create a more comfortable interview atmosphere for the participants. Your participation was extremely important in the gathering of information to understand how the IB program affects social relationships. The overall results of this study will be available from Maria Montgomery and Carly Whetter if you would like to access them. However, all of the results will be analyzed as a whole and therefore will be anonymous and not individual. Your participation in this study will remain completely confidential. If you have any questions regarding the outcome or process of this research please don’t hesitate to contact us. Thank you.
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Observation Appendix Appendix 4 – Informed consent for Observations
Date: 2/23/2011 INFORMED CONSENT You are invited to participate in a research study conducted by IB psychology students. This observation will assist in the complete compilation of how the demand of the IB diploma affects relationships with other high school peers. Participation involves nothing more than being yourself in and out of school. Participation is voluntary, and while the research will benefit tremendously from your full participation, you may discontinue participation at any time or choose not to answer particular questions. You may be assured that our results will be completely confidential. There is nothing contained in the process of observational research that will identify you personally. This observed experience is not expected to present any risk, we will only be observing your relationship with IB students. Further use of the data and results will be used in our finished assignment for IB psychology. You will not receive any compensation for your participation, but your presence will help us enormously. Your natural behaviors are extremely helpful to the completion of our assignment and we immensely appreciate it.
I have been informed about the nature of the Naturalistic observation I understand that I have the right to withdraw from the observation at any time, and that any information/data about me will remain confidential My anonymity will be protected as my name will not be identifiable The experiment will be conducted so that I will not be demeaned in any way I will be debriefed at the end and have the opportunity to find out the results I understand that there are possibilities of being observed whenever in the presence of researcher Ji Ho Son
I give my informed consent to participating in this Naturalistic observation experiment Print Name: __________________________________________
Signature: ___________________________________________
Date: ____________
If you have any questions about this study, or would like to inquire about the results, you may contact me at: Ji Ho: 12js02@sis.org.cn
25 Appendix 5 – Raw Data (Verbatim from Observational Notes) 9th grader
10th grader
1st year I.B candidate
-Most comfortable around his own age group, but is also relatively comfortable AROUND GROUPS of other age including some of the I.B Students. Vast variety in terms of people that he is comfortable with, MAY be due to size of school and the limited number of the student body along with the size of the school. -Lunch, breaks, afterschool times are all spent mostly with a large group that is his own age. -Personality switches a tad bit when around I.B kids, probably due to the age differences and intimidation. Level of respect may have influence too. Use of dialogue is different, for example, a more dominant voice is heard from this participant when around his own age group, but his dialogue becomes much more cautious when interacting with older groups such as I.B students. -Most I.B Students this participant is comfortable with are the ones that have joined him in sporting teams and events such as Acamis. He is almost unaware of any other I.B students other than the ones that have played sports with him. He has formed relationships with his I.B team mates, some being more comfortable to be around with for him. Personality switches aren’t as obvious around team mates that are I.B students due to a special bond made through the sport and as team mates. -The participant is rarely seen socially “hanging out” with any I.B students other than sports. Age difference might have a large part as interests in the participant and I.B students may differ. -In the online world, the participant does not really “Interact” with I.B students; the internet block of face book from china’s government might have big influence. Another possibility is that many I.B students might not have the time to log on to Facebook during the school day, as the school day is the only day that they get to use the Hong Kong internet.
-Participant has a natural outgoing and friendly personality and is comfortable around everyone in school. -Has a lot of friends taking the I.B and is very comfortable around them. -The participant is occasionally seen hanging out with I.B students outside of school as well as inside. -However, for the participant lunch is spent only with own age group, but sometimes mingles with the I.B groups during breaks and after school activities. -Also plays sports and is familiar with all I.B taking athletes. -Is not very interactive in the online world such as Facebook. So there is no way to tell whether the Participant interacts with I.B students online. -Is very comfortable sharing personal thoughts about other students in school. (suggesting level of comfort)
-As an I.B student, the participant is aware of all I.B takers in SIS and is comfortable around everyone. Limited size of class and school space might have influence to this… -All breaks including lunch are spent with fellow I.B students. -Student is naturally outgoing and friendly, but rarely goes out on weekends. Through ease dropping, it is a fact that she spends weekends doing a lot of homework. -Student is involved in various AMOUNTS of afterschool activities and sports and has many friends of different age groups. -There are numerous times where the participant states her level of fatigue and her exasperation towards the I.B. -Negative comments about the whole school and the I.B system are occasional when around this participants, similar to many I.B candidates’ behaviors in this School. -At times, spends break times and lunch finishing homework. -Behavior in terms of liveliness and fatigue take terms being present in this participant depending on the series of projects and homework that the I.B demands be finished.
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Case Study Appendix Appendix 6 – Informed Consent for Case Study
INFORMED CONSENT You are invited to participate in a research study conducted by IB psychology students. This case study will assist in the complete compilation of how the demand of the IB diploma affects relationships with other high school peers. Participation involves partaking in case study with other SIS high school peers. Participation is voluntary, and while the research will benefit tremendously from your full participation, you may discontinue participation at any time or choose not to answer particular questions. You may be assured that our results will be completely confidential. There is nothing contained in the survey questions or the responses that will identify you personally. This survey experience is not expected to present any risk, you will only be discussing your relationship with IB students. Further use of the data and results will be used in our finished assignment for IB psychology. You will not receive any compensation for your participation, but your responses will help us enormously. Your responses are extremely helpful to the completion of our assignment and we immensely appreciate it. I have been informed about the nature of the experiment I understand that I have the right to withdraw from the experiment at any time, and that any information/data about me will remain confidential My anonymity will be protected as my name will not be identifiable The experiment will be conducted so that I will not be demeaned in any way I will be debriefed at the end and have the opportunity to find out the results I agree my name to be mentioned in the report I give my informed consent to participating in this experiment Print Name: __________________________________________ Signature: ___________________________________________ Date: ____________
If you have any questions about this study, or would like to inquire about the results, you may contact us at: Jisu Yun 12jy01@sis.org.cn
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Appendix 7 – Interview transcribed notes Researcher: Please describe IB program in your knowledge A.T: The new program the school introduced this year…I think the transition from the last year has been very different. In terms of intensity of work and amount of work and teachers perspective towards students as well Researcher: What is your personal opinion about the program? A.T: Since the transition is so different, it is very different from the environment that we used to and it is really hard to adapt to the only study focused and working environment. I tried to stick with my same style of studying but I later realized it would work out anymore. I had to rebalance how much I spend for break time Personally speaking I think IB takes too much of personal time. I can’t completely balance the amount of work. Not enough free time. And it also related with which teacher you have or what course you are taking. Amount of work given depends of the course and teacher. And you want to succeed in all assignments so that’s the pressure we have What do you think about your social relationship? How did IB influence yours? It takes away your life, relationship…Put strings on friends because of stress towards IB programs. And life changed in a negative way as well. The most topic of conversation is about assignments and stress from classes. Researcher: So you basically believe it has negative on your social life? A.T: Yes. Seeing negatively toward life For example this year compare to last year we do not have any band practice anymore. The last practice we had was one for rock fest in January whereas last year we had practice every weekend Researcher: What do you think about being friend with students in other grade? Do you find any difficulty due to IB? A.T: Being friend is not that much different. I can approach them and talk to them by being friendly Researcher: So how’s your perspective about IB changed from the first time you heard about it and now after you experienced it? I’m more worried than I first heard about the IB program. I am more negative about it because of work and stress. I do not see the long run and outcome of it. Not much interaction with other people. Not much conversation as before.
28 Appendix 8 – Observation Notes During Lunch: March 3 – after eating lunch with his classmates (11th graders) gathers around the couch and starts to talk and more 11th grade students gather around. Talk about bands, basketball game on yesterday. When a lot of people gathered around March4 – gather around in same manner in the same spot of humanities area and talks about Internal Oral Presentation which is in next week, asks about how did the conversation go with Ms. Cho. Sharing what is their topic and speaks of detail March7 – everyone talks about IOP, especially who presented today explains personal experiences and shares their worries and complains about TOK presentation which is on the same day with the IOP Chinese Class: March7 – ask his friends about IOP and how it is going / explains his pressure about it, mostly talks to 11th grade in class but does celebrate birth day of a freshman student Break: March 3 – gather around couch again talks to his peers, playing guitar March4 – stays around couch temporarily and goes to classroom with peers.