Maori 2004 - Surveys

: 2004

aAttitudes 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.

aTE PÜORU SURVEY

The national monitoring music surveys sought information from students about their involvement in and enjoyment of music curriculum experiences at school. Students were also asked about their involvement in and enjoyment of music-related activities out of school time. There are numerous research questions that could be asked when investigating student attitudes and engagement. In national monitoring it has been necessary to focus on a few key questions that give an overall impression of how students regard music in relation to themselves.

Each survey was administered in a session which included group and independent tasks. The surveys included 22 questions that could be responded to by ticking or circling a chosen response. Responses to these 22 questions are summarised in the large table on the following page.

The students were positive about doing music at school. Almost half chose the highest rating to describe how much they liked doing music at school (question 1), and more than half warmly anticipated further study of music at school (question 6).

The most frequent musical activities in school were listening to music and singing, with more than two thirds of students saying these occurred “lots” or “quite often”. In contract, less than one third reported that making up music occurred this often.

Listening to music was clearly the most popular musical activity in school, followed by singing, but all activities were liked by more than 40 percent of students and only dancing and making up music were strongly disliked by substantial percentages of students.

Musical activities at home presented a similar picture. Listening to music was easily the most frequent and enjoyed musical activity and dancing and making music were strongly disliked by more than 30 percent of students.

Thirty percent of students said that they learned music or belonged to a music group outside of school.

TE TIROHANGA PÜORU 2004

1. He pärekareka ki a koe ngä mahi püoru i te kura?	49	30	14	7

2. E hia nei ngä wä ka mahi koe i ënei mahi püoru i te kura?	he maha	ähua maha	käore he tino maha	kore rawa
a. Te waiata	38	29	26	7
b. Te whakatangitangi taputapu püoru	14	34	35	17
c. Te whakarongo püoru	40	31	19	10
d. Te kanikani/korikori me te püoru	21	22	28	29
e. Te tito püoru	12	19	26	43

3. He pärekareka anö ki a koe ënei mahi püoru i te kura?
a. Te waiata	43	21	26	10
b. Te whakatangitangi taputapu püoru	33	36	24	7
c. Te whakarongo püoru	74	12	12	2
d. Te kanikani/korikori me te püoru	29	23	22	26
e. Te tito püoru	29	14	26	31

4. E hia nei ngä wä ka mahi koe i ënei mahi püoru i waho atu i te kura?	he maha	ähua maha	käore he tino maha	kore rawa
a. Te waiata	32	29	29	10
b. Te whakatangitangi taputapu püoru	17	37	22	24
c. Te whakarongo püoru	63	37	8	2
d. Te kanikani/korikori me te püoru	22	12	29	37
e. Te tito püoru	12	22	22	44

5. He pärekareka anö ki a koe ënei mahi püoru i waho atu i te kura?
a. Te waiata	48	26	12	14
b. Te whakatangitangi taputapu püoru	33	34	23	10
c. Te whakarongo püoru	76	7	10	7
d. Te kanikani/korikori me te püoru	27	22	19	32
e. Te tito püoru	29	9	22	40


6. Pëhea nei öu whakaaro mö te ako me te mahi i ngä kaupapa püoru inä pakeke haere koe?	55	32	8	5

TE TIROHANGA HANGARAU 2004

1. He pai ki a koe te mahi hangarau i te kura?	56	37	5	2
	he nui	ähua nui	käore he tino nui	he iti
2. Pëhea nei te nui o te mätauranga hangarau ka äkona e koe i te kura?	20	37	27	16
	kia nui ake	kia örite tonu	kia iti ake
3. E hiahia ana koe kia nui ake, kia iti ake ränei ngä mahi hangarau i te kura?	20	37	27	16
	he maha	ähua maha	käore he tino maha	he iti
4. He maha ngä mahi pärekareka i roto i te hangarau i tö kura?	20	37	23	18

5. Pëhea nei tö pai ki te mahi hangarau?	38	55	5	2
	he wähi nui	he ähua nui te wähi	käore he nui te wähi	he kore
6. Pëhea nei te wähi ki ënei mahi i roto i te hangarau i tö kura?
a. Te whakaaro ki te pänga mai o te hangarau ki a tätou te tangata.	37	38	9	16
b. Te kimi me te whakamahi pärongo hei whakatau whakaaro.	20	42	22	16
c. Te toro atu ki ngä wähi hangarau, me te toro mai o te tängata hangarau ki tö kura.	17	28	24	30
d. Te hoahoa i ngä kaupapa hangarau.	29	40	15	16
e. Te kimi körero mö ngä hiahia me ngä manako a te iwi.	33	18	27	22
f. Te räwekeweke i tëtahi mea hangarau hei whakapai ake.	18	33	33	16
g. Te mahi wiahanga	44	27	9	20
h. Te ako ki te whakamahi taputapu	43	37	11	9
i. Te äta tirotiro ki te pai, te aha ränei o ngä whakaaro me ngä hoahoa hangarau	40	25	19	16

aTE HANGARAU SURVEY

The national monitoring technology survey sought information from students about their perceptions of their achievement and potential in technology. Students were also asked about their involvement in technology-related activities within school and beyond. The survey was administered in independent format, with teacher help readily available. Three survey questions invited a written or spoken response. Results for these questions are reported later in this chapter. The remaining six questions (one in nine parts) asked students to select a response on a three- or four-point rating scale. The responses to these six questions are summarised in the table above.

Technology is a popular subject, with 93 percent choosing a positive rating and 56 percent choosing the most positive rating. Fifty-seven percent of the students thought they learned “heaps” or “quite a lot” about technology at school, but 62 percent reported that they would like to learn more, and only 57 percent believed that their class did really good things in technology “heaps” or “quite a lot”. Asked about how good they thought they were at technology, 38 percent were very positive and 55 percent more mildly positive.

When asked to indicate their perceptions of the frequency of nine different aspects of technological activity at school, students identified making things, learning how to use tools and equipment, thinking about how technology affects people and evaluating their ideas or designs as the most common activities, followed by designing things and trying to find out what people want, need or like.

The remaining three survey questions were open-ended, inviting students to give written or spoken responses. For each question, the students’ responses were coded into several categories, as indicated in the adjacent tables.

What is technology?

At the beginning of the survey, students were asked what they thought technology was. Up to four different responses could be recorded for each student. The table adjacent codes responses into eight categories.
Thirty-six percent of students identified technology with hi-tech equipment and/or computers, 24 percent with designing and making things, and no more than 11 percent with other ideas.

WHAT IS TECHNOLOGY?	% responses
hi-tech equipment/computers	36
making and designing	24
learning about equipment	11
other appropriate	11
inventing	7
meeting needs, solving problems	7
workshop subjects	4
science	0

What do you require to be good at technology?

Students were asked “what are three things a person needs to be able to do to be really good at technology?” Their responses were coded into eight categories and are summarised in the table adjacent. By far the most common category of responses involved being good at making, building, using equipment, measuring and/or working with hands.

WHAT IS REQUIRED TO BE GOOD AT TECHNOLOGY?	% responses
good at making, building, using equipment, measuring, working with hands	41
have lots of knowledge or practise a lot	15
good personal, interpersonal and communication skills, such as listening and teamwork	13
good at other appropriate skills	9
good at using computers	7
good at science, maths, or other related subjects	6
good imagination or ideas	0
good at solving problems	0

What sort of technology things do you do in your own time – when not at school?

Students were asked what sort of technology things they did in their own time. Their responses were coded into six categories.
Construction was the most popular category with 41 percent of students responding. The following two most popular activities were:
• cooking or sewing (33 percent of students)
• computers (28 percent of students)
• electronics – TV, video, games (22 percent of students).

TE PÄNUI ME TE KÖRERO SURVEY

The national monitoring reading and speaking surveys sought information from students about their curriculum preferences and their perceptions of their achievement. Students were also asked about their enjoyment of and involvement in reading and speaking activities, within school and beyond. The surveys were administered in a session which included group and independent tasks. There were five questions that invited students to select up to three choices from lists of eight to 10 options, one question that asked for very brief written responses, and 21 questions in a four- or five-option rating format, with students circling the option they preferred.
Students were asked to select their three favourite school subjects from a list of fourteen subjects. Technology was first in popularity (47 percent), mathematics second (44 percent), te reo Mäori third (28 percent), visual arts fourth (23 percent) and music fifth (24 percent). Reading was ninth equal (13 percent) and speaking eleventh equal (9 percent).
The students were presented with a list of eight reading activities and asked which they liked doing most at school. They were invited to tick up to three activities. The responses are shown adjacent. By far the favourite activity was reading with a buddy or partner (65 percent).
Another question asked the students to select up to three “important things a person needs to do to be a good reader”. They were given 10 approaches to choose from. The responses are shown adjacent. The students placed greatest emphasis on enjoying reading and learning hard words.
In response to a list of seven types of reading material, students indicated up to three which they liked reading in their own time. The responses are shown adjacent.
Story books were most popular (71 percent) followed by magazines (50 percent), comics (39 percent) and poetry (32 percent).
The students were presented with a list of nine activities that they might do in their spare time, and asked to tick up to three activities that they most liked to do. The responses are shown adjacent.
The most popular activities were watching TV, talking on the telephone, using computers or video games and playing games or sport.
Students were also asked if they had a favourite author. Thirty-six percent said “yes”. Responses to the 21 rating items are presented in the table on the following page.
• at least 80 percent were positive about reading at school, getting a book for a present and about the stories or books they read as part of their school reading programme;
• at least 70 percent were positive about looking at books in a bookshop, having their teacher read a story out loud, how well they read, reading in a group in the classroom, talking to a group in their class and how often they got to talk to others in their class.
Perhaps not surprisingly, 40 percent strongly disliked being asked to read to the whole class and 15 percent stongly disliked talking to the whole class. Thirty-two percent said that they never got to read to others at school, which needs to be considered alongside the high popularity of reading to or with a buddy. Half or more reported that they received little feedback from their teacher about what they were good at or needed to improve in reading.

*PREFERRED READING ACTIVITIES AT SCHOOL*	% responses
reading with a buddy or partner	65
talking about books	32
looking at or browsing through books	29
written work	24
reading aloud	24
silent reading	20
listening to the teacher reading	15
reading with the teacher	10

IMPORTANT THINGS TO BE A GOOD READER	% responses
enjoy reading books	43
learn hard words	40
go back and try again	30
listen to the teacher	30
sound out words	30
think about what I read	30
read a lot	28
concentrate hard	18
practise doing hard things	18
choose the right book	13

PREFERRED READING MATERIAL IN OWN TIME	% responses
story books (fiction)	71
magazines	50
comics	39
poetry	32
newspapers	29
books about real things and people (non-fiction)	26
junk mail	8

PREFERRED ACTIVITY IN OWN TIME	% responses
watch TV	52
play games or sport	45
play video or computer games	45
talk on telephone with friends	45
music	32
play with friends	29
do art	10
read	10
make things	3

TE TIROHANGA O TE PÄNUI ME TE KÖRERO 2004

1. He pärekareka anö ki a koe te mahi pänui i te kura?	17	66	16	0

2. Pëhea nei tö möhio ki te pänui pukapuka?	35	52	13	0
					käore au i te möhio
3. He aha ngä whakaaro o töu kaiako mö tö möhio ki te pänui pukapuka?	32	38	9	2	19

4. He aha ngä whakaaro o öu mätua mö tö möhio ki te pänui pukapuka?	43	31	11	2	13
	i ngä wä katoa	i ëtahi wä maha	i ëtahi wä	kore rawa
5. Ka körero tö kaiako ki a koe mö ngä ähuatanga o te pänui pukapuka e möhio ana koe?	19	30	38	13

6. Ka körero tö kaiako ki a koe mö ngä ähuatanga o te pänui pukapuka hei whakapaipai ake mäu?	13	32	42	13

7. Pänui ai koe ki ëtahi atu tängata i te kura?	4	15	49	32

8. He pärekareka anö ki a koe te pänui pukapuka i töu ake wä (i waho atu i te kura)?	27	40	22	11

9. Pëhea nei öu whakaaro mënä ka hoatu ki a koe tëtahi pukapuka hei perehana mäu?	39	41	18	2

10. Pëhea nei öu whakaaro mö te tirotiro pukapuka i te toa pukapuka?	43	29	19	9

11. Pëhea nei öu whakaaro mö te toro atu ki te whare pukapuka?	26	41	24	9

12. Pëhea nei öu whakaaro mö ngä pukapuka ka pänui koe i te kura?	42	42	12	4

13. Pëhea nei öu whakaaro mö te pänui ä-waha a te kaiako i tëtahi pukapuka?	28	42	13	17

14. Pëhea nei öu whakaaro mö tö möhio ki te pänui pukapuka?	35	43	20	2

15. Pëhea nei öu whakaaro mö te pänui i roto i tëtahi röpü i te kura?	32	38	21	9

16. Pëhea nei öu whakaaro inä tonoa koe e te kaiako ki te pänui ä-waha ki a ia?	22	34	26	18

17. Pëhea nei öu whakaaro inä tonoa koe e te kaiako ki te pänui ä-waha ki te akomanga?	23	21	16	40

18. He pai anö ki a koe te körero ki te katoa o töu akomanga?	27	29	28	15

19. He pai anö ki a koe te körero ki tëtahi röpü i töu akomanga?	34	39	18	9
	i ngä wä katoa	i ëtahi wä maha	i ëtahi wä	kore rawa
20. E hia nei ngä wä ka tuku körero koe ki te katoa o töu akomanga?	11	21	59	9

21. E hia nei ngä wä ka körero tahi koe ki ëtahi hoa i töu akomanga?	41	34	20	5



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