Written by: Nicole Burda

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When presented with the opportunity to formulate our own research question, inspired by the United Nations Sustainable Development Goal #4, which emphasizes inclusive and equitable quality education and lifelong learning opportunities for all, each member of our group sought to create a question that held personal significance. 

 

For instance, my focus was influenced by my mother's work with the Toronto District School Board in Canada, leading me to centre my research question on the fundamental aspects of primary education, specifically addressing reading, writing, and language support for all girls and boys. 

 

After individual contemplation, our diverse group converged to develop our collective research questions, navigating through various perspectives and ideals. The ensuing aim, theme, and research questions were shaped collaboratively to address the broader context of education, encompassing both Canada and Japan. 

 

Research Question

 

Our final research question for this project is:

 

“According to university students from Canada and Japan, how is basic education in middle school/junior high taught through inclusive early childhood education initiatives in Ontario and prefectures in Japan, with a specific focus on language assistance? How have these initiatives contributed to promoting equality, equity, and parental involvement? Additionally, how have these programs supported students irrespective of their socioeconomic backgrounds?”

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Methods 

 

To address these questions, we conducted two online surveys targeting university students to ask them about their time as a student from ages 7 through 12. One for the Canadian respondents and one for the Japanese respondents. The survey was conducted through Google Forms and had the exact same questions, just translated by our group members to accommodate for linguistic differences. The identical set of questions ensured a comparative analysis between the two groups, enabling us to identify similarities, differences, and patterns that contribute to a comprehensive understanding of the educational landscape in both Canada and Japan. Additionally, we conducted interviews with our previous teachers to provide valuable insights from educational staff.  

 

In line with our commitment to transparency and inclusivity, I will share the results of the Canadian survey involving 29 participants, with the aim to gather their input on the topic of our research. For the Canadian respondents, the answers should not be seen as a representation of all of Canada, only focusing of the province of Ontario, where the majority attended school from ages 7 though 12. The surveys were designed to capture both qualitative and quantitative data, allowing us to delve into the differences of the educational journey of these students. Furthermore, the results of this survey will be presented and discussed in our video, contributing to a comprehensive understanding of the educational landscape in both Canada and Japan. 

 

The survey questions were: 

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• I knew about the education initiatives available.

Education initiatives are specific actions, programs, activities designed to bring about improvements or changes in the field of education (examples include: tutoring provided by the school, specific clubs focusing on education, government initiatives, etc.) 

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• I noticed programs supporting those from all different socioeconomic backgrounds (financial difficulty aid, food support programs, school events to help those in need that are food/clothing related, etc.).

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• I knew about programs available to help students with language assistance.

Language assistance programs aid students to acquire knowledge and skills of reading and writing to academic standards (examples include: the English as a Second Language (ESL) program, bilingual education programs, after-school tutoring programs, modified instructional materials, etc.). 

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• I was aware of financial assistance programs available to students (examples include scholarships or grants, counsellor guidance, community partnerships, application assistance, etc.). 

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• I was satisfied with the overall support and initiatives provided during my primary education.

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• I believe these initiatives positively influenced my overall educational experience.

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• Literacy programs/classes from my school were effective in fostering reading and writing skills during my primary education.

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• Multicultural education from my school impacted my awareness and understanding of diverse cultures during my primary education. 

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Aim of the Survey 

 

The survey aimed to evaluate the awareness, satisfaction, and perceived impact of education initiatives and support programs during the respondents' primary education, covering the ages of 7 to 12. The results provided insights into program effectiveness, frequency in respondents' lives, and their influence on the overall educational experience. 

 

Results of the Survey 

 

Firstly, respondents demonstrated a neutral awareness of available education initiatives, support for students from different economic backgrounds, and language assistance programs. This suggests there could be more effective communication and implementation of these initiatives by the educational institutions in Canada.  

 

In terms of examples given by respondents, they included clubs led by teachers, lunchtime office hours, Individualized Education Programs (IEPs), education lessons on technology, outdoor education programs, and science fairs. 

 

There were also smaller forms of support that still made a lasting impact on the respondents, such as reward systems for demonstrating good behaviour in the classroom.  

 

For socioeconomic programs, events like food drives and clothing drives were common, where students donated perishable items and unused clothing during specific events. Some respondents, although less common, mentioned free breakfast programs hosted at their school for the students. Furthermore, other educational institutions would give out prepaid bus tickets to students living far away who had to commute using public transport.  

 

The Language Assistance Program, particularly for ESL students or those whose first language was English, received significant acknowledgment. Students mentioned receiving extra support from teachers to develop writing or speaking skills in English, often in small groups. The ESL program was well-known among respondents in Canada. Some students mention, as well, that they knew of classmates who received extra time on their tests or who would attend writing workshops hosted by the English teachers.  

 

Something very unfortunate to see was a lack of awareness of financial assistance programs, suggesting a potential need for improved communication or accessibility of information regarding financial aid opportunities. However, this might be conflicting, as students may not be aware of financial assistance their parents know about, since students would only be 7 to 12 years old at this time. Also, we acknowledge that our survey has some bias, since all the survey respondents are fortunate enough to attend University. To elaborate, the demographic of the respondents suggest they would not be on the receiving end of such financial assistance. This is especially true since public school in Ontario, Canada (where Queen’s University is located) is free until Grade 12.  

 

In terms of overall support, respondents expressed a neutral stance on satisfaction during their primary education, suggesting room for improvement to better meet students' needs. Yet, despite the neutral satisfaction level, respondents believe that whatever education initiatives they had offered at their school actually led to a positive influence on their overall educational experience. This suggests that while there might be room for improvement, when there are more programs implemented, the results will be beneficial to the student experience.  

 

Lastly, respondents in Canada felt they received multicultural education in the classroom at a young age, contributing to their awareness and understanding of diverse cultures. This emphasizes the importance of incorporating such programs to enhance students' cultural competence. 

 

Conclusion 

 

In conclusion, the survey results provide valuable insights into the strengths and areas for improvement in education initiatives in Ontario, Canada, supporting the need for continued enhancement and diversification of programs to better serve students during their primary education. 

 

Thank you for reading.