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    Students' experiences and perceptions of relationships : a thesis presented in fulfilment of the requirements of the degree of Doctor of Philosophy in Education Massey University, Manawatu, New Zealand
    (Massey University, 2020) Marsh, Brian Noel
    This thesis reports on student experiences and perceptions of the relationships they encountered in their first year of study at a faculty of education. The research design uses an explanatory sequential mixed-methods approach to produce a nuanced view of the answers to the research question. Quantitative data were gathered from students via a Likert-scale survey questionnaire, followed by interviews with some of the survey participants. The quantitative data were analysed via factor analysis and factor scores were generated for five different relationship factors. The survey data were examined from the points of view provided by the demographic data gathered from the students. Semi-structured interviews with 17 students provided the opportunity to dig deeper into the stories that lay behind the questionnaire results. Findings are presented as a series of propositions: that peer relationships play a powerful role in binding students to their learning; that the relationship with the lecturer also plays this role; that the evidence about institutional relationships is mixed; that for some students, it is the relationship with the content that is the binding one; and that there exists a complex ecology of student needs, which need to be understood and addressed in different ways. Implications of the findings are that stakeholders in the higher education enterprise need to ensure the building of positive, supportive, learning relationships with students in the future; it is from the firm base of these relationships that successful, sustained learning will flow.
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    Classroom action research : exploring the effects of career-relevant teaching and learning on student engagement in employment skills literacy instruction : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Tertiary Education at Massey University, Manawatu, New Zealand
    (Massey University, 2018) Cusin, Tracy Anne
    This study examined the effects of career-relevant, personalised teaching and learning on student engagement in employment skills literacy instruction for low-literate adult learners. The focus of the study was to improve student engagement in triweekly employment skills literacy instruction. The six-week study involved a small group of six low-literate adult students from the same literacy classroom and one teacher, who was also the researcher in the study. Data was collected through participant observations, qualitative questionnaires, individual coaching session discussions, and my reflective teacher journal. Analysis of the data identified several key factors that enhanced student engagement, which were: career-relevant, personalised learning; well-defined career goals; learning that has the potential for real-life application; individual task work; computer-based learning; and providing a variety of model samples. The results also indicated that, all students in this study experienced an improvement in engagement and found the personalised instruction more interesting and enjoyable than their previous instruction.
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    Fostering self-regulation and deep approaches to learning : end-user computing courses in higher education : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education (Special Education) at Massey University, New Zealand
    (Massey University, 2002) O'Connor, Maureen Jennifer
    This thesis examines student approaches to learning and self-regulation within a higher education computing environment. Traditional end-user computing teaching methods emphasise a skills approach that does not encourage effective use of information technology as it evolves and does not consider how students approach their learning. This research was designed to promote student use of self-regulated learning to see if it would encourage deep approaches to learning. The revised two-factor Study Process Questionnaire (R-SPQ-2F) was used to measure approaches to learning, at the beginning and end of a semester, to see if students' learning had shifted towards a deeper approach. The sample was taken from two end-user computing classes in a diploma programme. The teaching of strategies to foster self-regulatory practices was introduced. Focus group discussions were held at the beginning, middle and end of the study to record student perceptions of learning. Academic journals, recording student reflection, were collected. The results from the R-SPQ-2F questionnaire showed no shift had occurred. The participants began the semester with a tendency toward a deeper learning approach, leaving little room for change. There was no difference found between approaches to learning of ethnic groupings. Qualitative results revealed deep and surface learning approaches are not necessarily mutually exclusive and may overlap, suggesting a combined approach. The course grades suggested that the adoption of teaching strategies fostering self-regulation helped student learning in the researched classes. A link was suggested between strategy use and student approaches to learning.
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    Computer-based collaborative concept mapping : motivating Indian secondary students to learn science : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand
    (Massey University, 2016) Kaushik, Anil Kumar
    This is a study of the design, development, implementation and evaluation of a teaching and learning intervention. The overarching aim of the study was to investigate the effectiveness of the intervention ‘Computer-based Collaborative Concept Mapping’ (CCCM) on Indian secondary students’ conceptual learning and motivation towards science learning. CCCM was designed based on constructivist and cognitive theories of learning and reinforced by recent motivation theories. The study followed a Design-based research (DBR) methodology. CCCM was implemented in two selected Indian secondary grade 9 classrooms. A quasi-experimental Solomon Four-Group research design was adopted to carry out the teaching experiment and mixed methods of data collection were used to generate and collect data from 241 secondary students and the two science teachers. The intervention was designed and piloted to check the feasibility for further implementation. The actual implementation of CCCM followed the pilot testing for 10 weeks. Students studied science concepts in small groups using the computer software Inspiration. Students constructed concept maps on various topics after discussing the concepts in their groups. The achievement test ATS9 was designed and administered as a pre-post-test to examine the conceptual learning and science achievement. Students’ responses were analysed to examine their individual conceptual learning whereas group concept maps were analysed to assess group learning. The motivation questionnaire SMTSL was also administered as a pre-post-test to investigate students’ initial and final motivation to learn science. At the end of the teaching experiment, the science teachers and two groups of students were interviewed. Analyses of the quantitative data suggested a statistically significant enhancement of science achievement, conceptual learning and motivation towards science learning. The qualitative data findings revealed positive attitudes of students and teachers towards the CCCM use. Students and teachers believed that CCCM use could promote conceptual learning and motivate students to learn science. Both students and teachers preferred CCCM over on-going traditional didactic methods of teaching-learning. Some enablers and barriers identified by teachers and students in the Indian science classroom context are also explored and discussed. A framework for enhancing secondary school students’ motivation towards science learning and conceptual learning is proposed based on the findings. The findings of the study also contribute to addressing the prevailing learning crisis in Indian secondary school science classrooms by offering CCCM an active and participatory instructional strategy as envisioned by the Indian National Curriculum Framework 2005.
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    Bai shan xiao wei xian : filial piety, academic self-concept, and the academic achievement of students in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master in Educational Psychology at Massey University, Albany, New Zealand
    (Massey University, 2016) Wu, Cindy
    Research has long argued in favour of the influence of culture on students’ learning and achievement. New Zealand, with its recent influx of migrants and rich multicultural background, is no exception to the way in which culture can implicate how students see themselves as learners. For East Asian students, the Confucian virtue of filial piety (‘xiao’) can be a significant motivator in their academic success. Currently, there is a lack of research on the motivational qualities of filial piety in regard to the academic self-concept of students and their subsequent achievement. This study examines the relationship between filial piety, and students’ academic self-concept and academic achievement in a New Zealand intermediate school. A quantitative method of self-reporting survey was used to assess filial piety and academic self-concept from a cohort of 43 students, and was collated in conjunction with their academic achievements in Literacy (English) and Numeracy (mathematics). Regression analysis is used to examine the relationships across the variables. Results indicate that filial piety does not have a significant impact on students’ academic self-concept and their subsequent academic achievement. However, there is a consistent, positive, and significant correlation between participants’ academic self-concept across both achievement areas. These findings suggest that students’ academic self-concept can play a key role in their levels of academic achievement, and that school and home effort should focus more on encouraging the positive self-perceptions of students of all cultures within New Zealand. While filial piety does not have a statistically significant impact on students’ academic self concept and academic achievement in this study, future research is recommended with a larger sample in order to derive results that have greater representation of the New Zealand population.
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    Factors facilitating the engagement in learning of Pasifika students at intermediate school level : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Albany Campus, Auckland, New Zealand
    (Massey University, 2016) van Vuuren, Alet
    This study explores the engagement in learning of Pāsifika students at intermediate school level. Engagement was considered as a multi-layered, multidimensional construct, which is best viewed through an ecological, culturally based lens. The importance of teacher knowledge and understanding of critical cultural components, which are at the core of Pāsifika peoples’ values and belief systems, was highlighted. A case study was used to investigate behavioural and emotional engagement across three different ecological layers: personal, school and wider community. Participant interviews, surveys, whole class observations, and data from the school’s database illustrated the significance of shifting understandings of engagement from being uni-dimensional and within-person, to multidimensional and within communities of learning. The results of the study generated a ‘Feeding the Roots’ Model of Pasifika Student Engagement. This model illustrates how ‘static’ as opposed to ‘cyclic’ processes in a school’s ecology can act as barriers or enablers to engagement. ‘Static’ processes, identify barriers to engagement in learning, and are those communities where there is limited understanding of the value of incorporating critical cultural factors in teaching, learning and interacting with parents. In this context, Pāsifika students’ achieved lower levels of engagement in learning, and parents remained on the periphery of the school community. In contrast, ‘cyclic’ processes that facilitated engagement were environments where students and parents were included in collaborative, reciprocal communities in which critical cultural factors were a central focus. These communities were representative of teaching practices that valued collectivism, community, and reciprocity and generated higher student and parent engagement. The findings provide insights into the actions teachers can take to develop culturally appropriate and culturally responsive communities of learning. The ‘Feeding the Roots’ Model of Pasifika Student Engagement is an assessment and reflection tool teachers can use to determine whether their practices are creating higher levels of Pāsifika engagement at student, parent and school levels.
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    The learning process of access trainees : an investigation of study motives and strategies : a research report presented in partial fulfilment of the requirements for the degree of Master of Business Studies at Massey University
    (Massey University, 1989) Mbanga, Basil Adam
    The study applied Biggs' Study Process Questionnaire to the context of transition education in an investigation of the approaches, motivations to learn and strategies trainees in Access Training Scheme used in their learning. Respondents were also asked information about their age. sex, educational qualification, ethnic origin and how long they had been without a job. Three training centres in Palmerston North city were chosen.The first centre conducted a course in drama, the second, a course in Maori language and culture, and the third, a course in basic computer skills. The Study Process Questionnaire was administered to 33 subjects, 16 males and 17 females. The Study Process Questionnaire is concerned with three main approaches to studying and their three associated motivations and strategies. Surface Appproach is dominated by extrinsic motivations where a learner concern is with obtaining a qualification. The study strategy involves memorising and reproducing when required in a test. Deep Approach is linked to intrinsic motivation dominated by intrinsic interest in the subject or task. Students under this motivation tend to search for meaningful learning and read widely. Achievement Approach is governed by achievement motivation and is associated with a desire to compete and obtain higher grades. Learners predisposed to this approach tend to schedule their time and do homeworks. Trainees studied to express the use of Deep Approach more than Surface or Achievement Approaches. Accordingly they were inclined to be deep motivated and predisposed to adopt deep strategy to surface or achievement strategy in their study. A follow-up interview with 11 trainees tended to confirm the findings of the Study Process Questionnaire. It was concluded that the Access trainees in the sample were likely to adopt deep approach in their study. This suggests that they are inclined to be intrinsically motivated in their learning and may be predisposed to engage in meaningful learning.
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    How able sixth form students felt about themselves, about learning and about others : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1994) Constable, Cheryl
    In order to investigate how able sixth form students felt about themselves, about learning, and about other people a pilot study was carried out. From an analysis of the findings of the pilot study, a questionnaire was designed which covered relevant affective (social and emotional) domain aspects such as competitiveness, perfectionism, fear, sensitivity, enjoyment, confidence, happiness, defensiveness, security, worry, and choices in what and how the students learned. In order to gain more indepth information about how these students felt about themselves, about learning, and about others, a second source of data was collected. Small groups of students from the questionnaire cohort were interviewed. The interview questions were based on the results from the questionnaire; that is the frequency counts of how many students agreed and disagreed with each of the fifty statements. These interviews gave the students the opportunity to respond to the results of the questionnaire, add a contextual base to their responses in the questionnaire, establish any causal relationships between the topics in the questionnaire, and reduce any researcher bias in the interpretation of the results. The questionnaire sample consisted of 283 students from 20 schools who were nominated by their teachers as able, according to criteria supported in the literature. The interview sample consisted of 46 students from 7 schools. The research aimed to explore how the students felt about themselves and how they described themselves, how they felt about their own learning, how they felt when they were learning with others, and to point to any problems they had in these areas of the affective domain. The results showed that the students perceived they had a lack of confidence; had fears and anxieties; were perfectionists at some things; were competitive in order to remain accepted by their group; wanted to change some things about what and how they learned, especially increasing the amount of discussion; were inexperienced in making choices, especially career goals; felt stressed; wanted more life skills; wanted to combine practical skills with theoretical knowledge to make sense of their experiences; but enjoyed being with others despite worrying about what others thought of them in certain circumstances. The students indicated that these areas adversely affected the quality of their learning.
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    The effects of a school intervention on year 10 students : a cognitive and attitudinal perspective : thesis submitted in partial fulfillment of the requirements for the degree of Master in Education (Guidance)
    (Massey University, 2002) Marsh, Anne Catherine
    This study examined the effectiveness of a school's new intervention called The Diploma Programme, which aimed to increase academic achievement by encouraging students to develop into self-regulated learners. The programme monitored and rewarded the study skills punctuality and attendance, social co-operation, class-work and homework completion, and bringing correct equipment, by awarding credits towards a diploma. Participants were 33 self-selected Year 10 students who were placed in three groups based on the Year 10 PAT reading comprehension class percentiles. A questionnaire administered before The Diploma Programme and at the end of the school year, examined students' self-reported changes in study skills, as well as in the attitudinal factors academic motivation, locus of control, and self-efficacy. Diploma credits were also examined for significant difference over the year, within and between the three groups. Results indicated that The Diploma Programme was initially effective in encouraging study skills across reading skill levels, but dropped in effectiveness over the year. Results also indicated that while reading skill level influences both study skills and academic achievement, the internal locus of control factor 'effort' can modify levels of performance. The group with high reading skills achieved the highest academically, tended to use the most study skills and to exhibit the highest levels of academic self-efficacy. However, the group with low reading skills, who reported using more 'effort' than the other groups, achieved higher academically and tended to use more study skills by the end of the year than the group with moderate reading skills. Recommendations made to develop and maintain the effectiveness of The Diploma Programme over the year included changes within The Diploma Programme, as well as changes in classrooms and the wider school.
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    Motivation and high-stakes certification assessment : secondary school students' perceptions : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand
    (Massey University, 2013) Chapman, Jan Erica
    Senior secondary students’ future social and economic well-being is significantly affected by their performance in high-stakes certification assessment. Motivation plays a key role in students’ academic performance. In light of the dearth of literature examining students’ motivation in high-stakes certification assessment, in the domain of English, and from the students’ perspective, this study examined Year 12 students’ motivation to achieve the National Certificate of Educational Achievement (NCEA) level 2 English achievement standards over the period of an academic year. A contemporary person-in-context perspective was adopted in recognition that motivation is influenced by the interplay of personal, social, and contextual variables. A mixed methods research methodology was employed in this longitudinal two-phased study. In the first phase participants completed a series of questionnaires, and in the second phase a subsample of the participants was interviewed. Students’ motivation was examined primarily through the lens of self-determination theory. Self-efficacy, attribution theory, goal theories, and interest were also drawn on to explain facets of students’ motivation. Findings indicate that most students expected to pass a number of NCEA level 2 English achievement standards and they believed it was important to pass these. Most valued English for utility reasons. Students’ interest in English varied markedly across different aspects of the English programme. Gender differences in students’ motivation were not apparent in relation to students’ motivation-related attitudes. External and introjected regulation were the most prevalent types of motivation influencing students’ performance in NCEA English. However, their impact was not as detrimental as theory and research would have predicted. Teachers played a pivotal role in many students’ motivation to achieve, especially in relation to feedback, expectations, and student-teacher relationships. Past performance was also an important influence. Difficulties with or a dislike of aspects of English and academic demands from other school subjects were identified as negatively impacting on students’ motivation to achieve in English. Overall, students’ motivation was found to be complex, dynamic, multidimensional, and situation dependent. Matthew effects were particularly evident for high and low achievers, highlighting the bi-directional relationship between motivation and achievement. Implications for educators and researchers are discussed.