LED Lightbulb, Cornerstone International School, Johor
Summary of Project:
LED Lightbulb project provides an efficient, all-time accessible resource for high school students through our website and discord community. We aim to resolve the sustainability issue of how students learn, while providing a healthy learning community online for students to inspire one another.
Problem Statement:
We observed that the mindsets of students in our school are very poor and some feel lost as they did not know where to start. When this is accompanied by volumes of laborious homework to be done, students are further deprived of inspiration to study. We aim for students to adopt a different mindset where studying is not a tedious task to be done and to achieve a small goal everyday (e.g. completing just one file/one step in the website is enough). The vital point is here is that sometimes, ‘to do less is more’. We plan to inspire and show students that studying is something that can be done intuitively, like drinking water.
Participants Demographics:
We have a total of 8 participants between the ages of 14 - 17, consisting of male and female students.
3 of the participants were 100% participative, and took the initiative to attend or submit courses on their own.
2 of our participants were 80% participative, and they attended most of the courses,
2 of our participants were 50% participative, and did some of the work assigned
One of our participants was only 20% participative. They only submitted their work occasionally.
Project Impact & Impact Measurement Method:
Our impact data was collected through year-end report cards, Google form surveys, and personal interaction with our peers about how the program has helped them. We found that there was a 25.5% improvement for the Straight Lines Add Math Course, a 3.8% improvement for the Chemistry Cram Course, and a 67% improvement in our 3-day Trigonometry Course.
The total average of all courses accumulated indicated that there was an 18.77% improvement over the course of 2 months.
Changes Observed In Participants (Improvements/Progress):
We noticed that some of our participants slacked off right after the exams and stopped studying. Many even went on holiday throughout our period for the Trigonometry Course, which resulted in the inability to record all of the progress of our participants. Some also failed to submit their feedback while we were collecting data which reduced our statistics greatly.
On our end, we had other commitments in extracurricular activities, and this caused us to rush to complete our course materials which resulted in very late nights for our participants to complete the learning materials.
We also realized that planning workshops and ongoing courses should be done when students are not on holiday as only a small portion can follow along and they are held back by those delaying attending the course.
Challenges/Setbacks Faced:
There were only very few participants who participated in our project as our school community is small. The fear of negative feedback from our peers that we are leveraging on them for our own benefit made us unsure whether our schoolmates were willing to study during the holidays.
We had time constraints juggling our school production and our own individual external exams to work on which made it difficult to produce learning material in that period. We also did not manage to record any video footage of the initial stages of execution.
Initially, we did not set proper goals because we were working individually and not as a team. However, once we started filming and recording our progress, we realized that quality is better than quantity. Thus, we chose to focus on the small number of participants we could help in our project. All of our participants were positive and gave supportive feedback. They also willingly followed the course we designed.