Attitudes
and Motivation
The national monitoring assessment programme recognises the impact
of attitudinal and motivational factors on student achievement in
individual assessment tasks. Students’ attitudes, interests
and liking for a subject have a strong bearing on progress and learning
outcomes. Students are influenced and shaped by the quality and style
of curriculum delivery, the choice of content and the suitability
of resources. Other important factors influencing students’
achievements are the expectations and support of significant people
in their lives, the opportunities and experiences they have in and
out of school, and the extent to which they have feelings of personal
success and capability.
| NGÄ
PÜKENGA PÄRONGO SURVEY |
INFORMATION
SKILLS |
The Information Skills
survey sought information from students about their strategies for, involvement
in, and enjoyment of information gathering activities. The survey was
administered to the students in an independent tasks session (four students
working individually on tasks, supported by a teacher).
|
The
survey included eight questions which invited students to record
a rating response by circling their choice, one question which
required a short written answer, and two questions which invited
students to tick up to three options from a list (including an
“other” option where students could describe an additional
response).
One item asked students to indicate where they usually go when
trying to find information. They could tick up to three options.
Their responses are shown here in order of popularity. The percentage
of students indicating each source of information is shown adjacent.
|
| WHERE
STUDENTS USUALLY FIND INFORMATION: |
%
responses |
Source: |
|
internet
|
75 |
parent
|
37 |
friend
|
37 |
teacher
|
31 |
school
library |
29 |
books
at home |
19 |
town
library |
20 |
CD-ROM
|
11 |
other
(written in) |
7 |
|
|
The students were asked about what they did when they found information
they were looking for that was in English. Thirty-nine percent
indicated that they would read and use the information. Twenty
percent would continue looking for information in te reo Mäori,
and 37 percent indicated they would do something else (most of
these students saying they would translate it and use it or ask
their teacher about it).
Another item asked students to indicate what they do when they
can’t find information they need. Again they could tick
up to three options, and the percentage of students indicating
each option is shown. The most popular choices were to keep looking,
to ask the teacher, or to ask a parent.
|
| WHEN
STUDENTS CAN’T FIND INFORMATION: |
%
responses |
Strategy: |
|
keep
looking
|
63 |
ask
the teacher |
48 |
ask
a parent |
47 |
ask
a friend |
37 |
ask
a librarian |
35 |
give
up |
9 |
other
(written in) |
4 |
|
The remaining seven
items used a rating format. Percentages of students choosing each response
are shown in the table below.
|
NGÄ
PÜKENGA PÄRONGO
SURVEY 2005
|
| |
he
maha ngä wä |
ähua
maha
ngä wä |
ëtahi
wä |
kore
rawa |
1.
E hia ngä wä ka rapu körero koe mö tëtahi
kaupapa e rangahau ana koe?
|
13 |
30 |
50 |
6 |
|
|
|
|
|
| 2.
E hia ngä wä ka rapu körero koe mö tëtahi
kaupapa nä tö hia möhio ki taua kaupapa, käore
nä te tohutohu a tö kaiako? |
31 |
20 |
41 |
9 |
|
|
|
|
|
| 3.
He mahi pai noa iho ki a koe te rapu körero mö tëtahi
kaupapa? |
41 |
43 |
9 |
7 |
|
|
|
|
|
| 4.
E möhio pai ana koe ki te rapu körero mö tëtahi
kaupapa? |
40 |
35 |
24 |
2 |
|
|
|
|
|
| 5.
He mahi pai ki a koe te whakaatu i ö körero ki ëtahi
atu tängata? |
17 |
43 |
29 |
10 |
|
|
|
|
|
| 6.
He mahi pai ki a koe te tuhituhi i ngä körero e rangahau
ana koe? |
22 |
46 |
15 |
18 |
| |
he
maha ngä wä |
ähua
maha
ngä wä |
ëtahi
wä |
kore
rawa |
| 7.
E hia ngä wä kua whakamahi koe i te rärangi puna
körero o te whare pukapuka, (ä-käri, ä-rorohiko
ränei) ki te kimi körero mö tëtahi kaupapa?
|
21 |
30 |
41 |
2 |
| NGÄ
TIKANGA Ä-IWI SURVEY |
SOCIAL
STUDIES |
Students’
attitudes, interests and liking for a subject have a strong bearing
on their achievement. The Social Studies survey sought information
from students about their curriculum preferences and perceptions
of their own achievement. The survey was administered to the students
in an independent session (four students working individually on
tasks, supported by a teacher).
The survey included 21 items which asked students to record a rating
response by circling their choice, and two items which invited students
to write comments. The results of the latter two items are not reported
here.
Favourite
subjects
The students were first asked to select their three favourite school
subjects from a list of 12 subjects. It is important to note that
these subjects are the same subjects asked about in English medium
schools, and therefore not necessarily independent subjects that
might be recognised by Mäori medium students. Percentages choosing
each subject are shown on the adjacent table. Toi Ataata, Pängarau
and Hangarau were the clear favourites.
|
PERCENTAGES
OF STUDENTS
RATING SUBJECTS AMONG
THEIR THREE FAVOURITES: |
%
responses |
Subject: |
|
Toi
Ataata |
42 |
Pängarau
|
38 |
Hangarau
|
35 |
Pütaiao
|
23 |
Toi
Whakaari |
23 |
Tuhituhi
|
22 |
Te
Reo Mäori |
21 |
Toi
Püoro |
16 |
Mätauranga
Kori Tinana |
14 |
Toi
Kanikani |
12 |
Tikanga
ä-Iwi |
10 |
Panui
Pukapuka |
11 |
Körero
|
4 |
Hauora
|
7 |
|
Rating
items
Five of the 21 rating items gave overall views about the subject, Tikanga-ä-Iwi,
and the results are presented in the table on the adjacent page. The
remaining 16 questions were really two parallel sets of eight questions.
The first set asked about student enjoyment of eight aspects of social
studies, while the second set asked about the frequency with which school
programmes focused on these eight aspects. Most of the students indicated
that they enjoyed Tikanga-ä-Iwi at school and wanted to continue
studying Tikanga-ä-Iwi. Thirty percent wanted to do more Tikanga-ä-Iwi,
with just nine percent wanting less. Two thirds or more of the students
showed positive attitudes to learning in all of the eight listed aspects.
They reported similar levels of attention to each aspect, apart from
“Ngä kaupapa o te wä o inäianei – i Aotearoa
me ngä whenua o täwähi.”
|
NGÄ
TIKANGA Ä-IWI SURVEY
2005
|
| |
|
|
|
|
1.
Pëhea nei ö whakaaro ki te mahi tikanga ä-iwi i te
kura?
|
33 |
40 |
21 |
7 |
| |
he
nui te mätauranga |
ähua
nui te mätauranga |
ëtahi
mätauranga |
iti
noa iho te mätauranga |
| 2.
He nui te mätauranga ka äkona e koe i roto i te tikanga
ä-iwi? |
16 |
44 |
35 |
5 |
|
kia
rahi ake |
kia
përä tonu |
kia
iti ake |
|
| 3.
E hiahia ana koe kia rahi ake, kia përä tonu, kia iti
ake ränei te mahi tikanga ä-iwi i te kura? |
30 |
60 |
9 |
|
|
he
maha ngä wä |
ähua
maha
ngä wä |
ëtahi
wä |
kore
rawa |
| 4.
E hia nei ngä wä ka tino pärekareka tä koutou
mahi tikanga ä-iwi? |
9 |
47 |
35 |
7 |
|
|
|
|
|
| 5.
Pëhea nei ö whakaaro kia haere tonu tö ako i te tikanga
ä-iwi, i a koe e pakeke haere ana? |
28 |
51 |
14 |
7 |
| Pëhea
nei ö whakaaro ki te ako i ënei kaupapa i roto i te tikanga
ä-iwi? |
| |
|
|
|
|
| 8.
Te ähua o te noho me te mahi ä-röpü o te iwi.
|
51 |
33 |
12 |
5 |
|
|
|
|
|
| 9.
Ëtahi whenua o täwähi me te ähua o te noho o
ngä iwi o reira. |
30 |
53 |
16 |
0 |
|
|
|
|
|
| 10.
Ëtahi atu wähi i Aotearoa me te ähua o te noho o
ngä iwi o reira. |
30 |
53 |
16 |
0 |
|
|
|
|
|
| 11.
Ngä momo mahi whai oranga a te tangata, a te iwi. |
37 |
49 |
12 |
2 |
|
|
|
|
|
| 12.
Ngä take e rerekë ai ngä whakaaro o tënä
iwi, o tënä iwi. |
19 |
53 |
26 |
2 |
|
|
|
|
|
| 13.
Ngä kaupapa o te wä o inäianei – i Aotearoa
me ngä whenua o täwähi. |
26 |
52 |
17 |
5 |
|
|
|
|
|
| 14.
Te ähua o te noho o ngä iwi i ngä rä o mua.
|
30 |
44 |
12 |
14 |
|
|
|
|
|
| 15.
Te ähua o te noho o ngä iwi i ngä rä kei te
heke mai. |
30 |
37 |
30 |
2 |
| E
hia ngä wä ka ako koe i ënei kaupapa i roto i te
tikanga ä-iwi? |
| |
he
maha ngä wä |
ähua
maha
ngä wä |
ëtahi
wä |
kore
rawa |
| 16.
Te ähua o te noho me te mahi ä-röpü o te iwi. |
21 |
47 |
33 |
0 |
|
|
|
|
|
| 17.
Ëtahi whenua o täwähi me te ähua o te noho o
ngä iwi o reira. |
16 |
40 |
37 |
7 |
|
|
|
|
|
| 18.
Ëtahi atu wähi i Aotearoa me te ähua o te noho o
ngä iwi o reira. |
16 |
47 |
33 |
2 |
|
|
|
|
|
| 19.
Ngä momo mahi whai oranga a te tangata, a te iwi. |
23 |
40 |
33 |
5 |
|
|
|
|
|
| 20.
Ngä take e rerekë ai ngä whakaaro o tënä
iwi, o tënä iwi. |
12 |
42 |
37 |
9 |
|
|
|
|
|
| 21.
Ngä kaupapa o te wä o inäianei – i Aotearoa
me ngä whenua o täwähi. |
16 |
28 |
53 |
2 |
|
|
|
|
|
| 22.
Te ähua o te noho o ngä iwi i ngä rä o mua. |
16 |
53 |
28 |
2 |
|
|
|
|
|
| 23.
Te ähua o te noho o te iwi i ngä rä kei te heke mai. |
21 |
35 |
33 |
9 |
| TE
PÄNGARAU SURVEY |
MATHEMATICS |
Students’
attitudes, interests and liking for a subject have a strong bearing
on their achievement. The Pängarau survey sought information from
students about their curriculum preferences and perceptions of their
own achievement. The survey was administered to the students in an independent
session (four students working individually on tasks, supported by a
teacher).
The survey included eleven items which asked students to record a rating
response by circling their choice, two items which asked them to select
three preferences from a list, one item which asked them to nominate
up to six activities, and three items which invited them to write comments.
| HE
AHA NGÄ MOMO MAHI PÄNGARAU E PAI ANA KI A KOE? |
%
responses |
te
whakataetae pängarau |
58 |
te
whakamätautau pängarau |
42 |
ngä
mahi mai i tëtahi pukapuka pängarau |
35 |
ngä
mahi tuhituhi i roto i taku pukapuka pängarau |
32 |
ngä
rapanga me ngä këmu pängarau |
31 |
te
mahi i ngä whärangi tärua |
31 |
te
whakamahi rauemi pängarau |
28 |
te
whakamahi tätaitai |
22 |
te
whakamärama i öku ake whakaaro pängarau |
16 |
Preferred
pängarau activities
Students were presented with a list of nine pängarau
activities and asked to nominate up to three that they liked doing at
school.
Pängarau competitions and tests continue to feature strongly.
A new activity was added for the 2005 survey in order to reflect an
area of the emphasis in the Te Poutama Tau professional development
programme. The majority of students from the schools that were identified
as having participated in the programme rated “Te whakamärama
i öku ake whakaaro pängarau” as a preferred activity.
| HE
AHA ËTAHI O NGÄ KAUPAPA MATUA I ROTO I TE PÄNGARAU
HEI AKO MÖ TE TANGATA? |
%
responses |
meka
matua (basic facts) |
95 |
mätauranga
pängarau
(algebra, money, percentages, use of calculators, etc.) |
79 |
pükenga
whakaaroaro (thinking skills) |
12 |
pükenga
pänui, pükenga tuhituhi
(reading and writing skills) |
5 |
pükenga
whakaoti rapanga (problem solving skills) |
4 |
pükenga
pähekoheko (co-operative work skills) |
3 |
Activities
important to learning pängarau
An open-ended question asked students to nominate what they considered
to be some very important things a person needs to learn or do in pängarau.
They were asked to try to think of three things. Their responses were
coded into six categories. Basic facts and aspects relating to pängarau
knowledge were seen to be most important.
Maths
in own time
A second open-ended question asked students “What are some
interesting maths things you do in your own time?” Their responses
were coded into five categories, and the results shown in the table
below are percentage totals, out of those students who responded.
|
HE
AHA ËTAHI O NGÄ MAHI PÄNGARAU E PAI ANA KI
A KOE I TÖU AKE WÄ
(I WAHO ATU I TE WÄ KURA)? |
%
responses |
meka
matua (basic facts) |
55 |
paheko
tau, rapanga
(number operations and problems) |
26 |
këmu
(games) |
7 |
mahi
pukapuka (book work) |
2 |
mahi
kë atu (other) |
2 |
|
Work
Strategies
The third open-ended question asked “If you have something
really hard to do in maths, what do you do?” Students’
responses were coded into four categories, and the results shown
in the table adjacent are percentage totals, out of those students
who responded.
|
KA
AHA KOE MËNÄ HE UAUA TÖU
MAHI PÄNGARAU? |
%
responses |
| ka
pätai atu ki te kaiako (ask the teacher) |
35 |
| ka
kimi äwhina (seek help) |
28 |
| ka
waiho noa (leave it) |
16 |
| kia
kaha ake te mahi (try harder) |
12 |
|
Rating
items
Responses to the 11 rating items are presented in the table below. The
percentage of students opting for each rating is shown. Overall, students
continue to show positive attitudes to pängarau and their ability
in pängarau, as well as working independently, in groups and helping
others. Eighty-eight percent were positive about continuing to learn
pängarau as they grew older.
|
TE
PÄNGARAU
2005
|
| |
kia
rahi ake |
kia
përä tonu |
kia
iti ake |
käore
au
i te möhio |
|
1. E hiahia ana koe kia rahi ake, kia përä tonu,
kia iti ake ränei te mahi pängarau i te kura?
|
30 |
53 |
14 |
3 |
|
| |
|
|
|
|
|
2.
Pëhea nei ö whakaaro ki te mahi pängarau i te kura?
|
56 |
33 |
5 |
5 |
|
|
|
|
|
|
|
3.
Ki tö whakaaro, pëhea nei tö pai ki te mahi pängarau?
|
37 |
47 |
12 |
2 |
|
| |
|
|
|
|
käore
au
i te möhio |
4.
Ki te whakaaro o tö kaiako, pëhea nei tö pai ki te
mahi pängarau?
|
23 |
47 |
12 |
2 |
9 |
|
|
|
|
|
|
5.
Ki te whakaaro o tö whaea, tö matua ränei, pëhea
nei tö pai ki te mahi pängarau?
|
37 |
37 |
12 |
0 |
12 |
| |
|
|
|
|
|
6.
Pëhea nei ö whakaaro ki te mahi takitahi i te pängarau?
|
51 |
28 |
14 |
5 |
|
|
|
|
|
|
|
7.
Pëhea nei ö whakaaro ki te mahi takirua, mahi ä-röpü
ränei i te pängarau?
|
53 |
35 |
7 |
2 |
|
|
|
|
|
|
|
8.
Pëhea nei ö whakaaro ki te äwhina i tëtahi atu
äkonga i tana mahi pängarau?
|
53 |
40 |
2 |
2 |
|
|
|
|
|
|
|
9.
Pëhea nei ö whakaaro i te wä ka ako koe i tëtahi
kaupapa pängarau hou?
|
53 |
26 |
12 |
7 |
|
|
|
|
|
|
|
10.
Pëhea nei ö whakaaro ki te mahi pängarau i töu
ake wä (i waho atu i te wä kura)?
|
33 |
30 |
23 |
12 |
|
|
|
|
|
|
|
11.
Pëhea nei ö whakaaro kia haere tonu tö mahi pängarau
i a koe e pakeke haere ana?
|
47 |
41 |
12 |
0 |
|
|
