Te Tuhituhi - Writing Survey
Te Hauora - Health Survey
Te Mätauranga Korikori - Physical Education Survey

 
Loading Images
 Introduction  /  Te Tuhituhi - Writing Survey
Loading Images

Introduction:  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.

National monitoring surveys seek information from students about their curriculum preferences and their perceptions of their achievement. Students are asked about their involvement in curriculum-related activities within school and beyond. The surveys are administered to students in groups of four students, with most questions requiring short written answers and others a written response.

TE TUHITUHI – WRITING
The writing survey sought information from students about their curriculum preferences and perceptions of their achievement. It was administered to the students in a session that included both team and independent tasks (four students working together or individually on tasks, supported by a teacher).

Students were asked what writing activities they liked most at school, choosing up to three responses from a list of six. The percentages of students choosing each option are summarized below.
 PREFERRED WRITING AT SCHOOL:
 % responses
GEd MI
writing stories
51 59 
writing letters
42 76
writing poems
37 15
writing in science, social studies and other subjects
36 56
keeping a diary
31 15
other (write what it is)
14 26

Compared to Mäori students in general education, students in Mäori immersion settings were much more positive about letter writing and writing in the context of other subjects, but much less positive about writing poems or keeping a diary.
Students were then asked what writing activities they liked to do in their own time, choosing their favourite activity from a list of six options. Again, compared to Mäori students in general education, students in Mäori immersion settings were more positive about letter writing and less positive about writing poetry.
 PREFERRED WRITING IN
 OWN TIME:
 % responses
GEd MI
writing stories 27 26
writing letters 24 38
writing poems 11 0
keeping a diary 11 12
writing about science, social studies and other subjects 11 6
writing about hobbies or sports 4 15
Asked what “people need to do to be good writers”, students could choose up to three things from a list of ten. Compared to Mäori students in general education, students in Mäori immersion settings chose “use their imagination” much less and “write neatly” and “talk about their work with others” much more.
 THINGS NEEDED BY GOOD  WRITERS: % responses
GEd MI
use their imagination 58 15
learn how to use punctuation 36 32
like writing 32 21
be willing to try things out 28 41
know how to spell words 18 21
go back and check their work 13 18
talk about their work with others 11 32
read a lot 10 21
write lots 10 0
write neatly 9 32


Students were asked to write down what they needed to do to “get better in writing” (see table below). For each student, up to three distinct responses were coded and tallied under eight headings. Compared to Mäori students in general education, students in Mäori immersion settings placed greater emphasis on improving their editing and checking, their neatness, and how often they wrote, and less emphasis on improving their spelling.

 NEED TO DO TO GET BETTER: % responses
GEd MI
spelling 30 11
neatness 24 38
punctuation 19 24
write more often 12 24
increase ideas/resources 12 21
enjoyment 7 9
editing/checking 4 26
understanding mechanics/grammar 3 3

Rating items
Responses to the fifteen rating items are presented in the table below. Compared to Mäori students in general education, students in Mäori immersion settings:

          • were much more positive about writing at school
          • felt that their parents were more positive about their writing ability;
          • thought that they were better at spelling (in Mäori, rather than English);
          • read their writing to friends more often;
          • used computers for writing much more often, both at school and at home
Te Tuhituhi - Writing               Rating Items Survey 2002
percentages — Mäori students in general education    Mäori Immersion students
 1.   How much do you like writing at school?
17  26
26  62
47  12
10  0
 2.   How good do you think you are at writing?
19  24
54  55
20  21
7  0
 3.   How good does your teacher think you are at writing?
24  28
52  66
22  6
2  0
 4.   How good does your Mum or Dad think you are at writing?
39  55
44  36
16  9
1  0
 5.   How good does your Mum or Dad think you are at writing?
27  24
24  31
35  36
25  9
 6.   How good do you think you are at spelling?
24  50
43  34
24  16
9  0

 most days
2-3 times a week
about once a week
hardly ever
 7.   How often do you write things like stories, poems or letters at school?
25  32
27  36
30  17
18  15

  heaps
quite a lot
sometimes
never
 8.   How often do you read to others what you write?
11  6
16  32
63  62
10  0
WHO ELSE READS WHAT YOU WRITE? 
 9.     teacher
42  39
31  32
25  26
2   3
 10.   parent
16  22
35  41
36  28
13  9
 11.   brother/sister
7  14
9  7
32  54
52  25
 12.   friend
20  23
29  51
42  26
9   0
 13.   other
14  6
11  23
35  42
40  29
 14.   How often do you write using a computer at school?
13  39
20  31
60  30
7   0
 15.   How often do you write using a computer at home?
31  61
18  12
27  15
24  12

Continue to Te Hauora - Health Survey >>
Continue to Te Mätauranga Korikori - Physical Education Survey >>
 
Loading Images