Faculty of Education - Theses
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ItemAn evaluation of an orientation to higher education studies program( 1996)This study is an evaluation of the effectiveness of an Orientation to Higher Education Studies program presented at the Footscray campus of Victoria University of Technology (VUT) in February 1994, to new and continuing students who perceived themselves to be underprepared for university studies in general, and for meeting the standards required for written assignments in higher education in particular. The investigation was undertaken to gain insight into the strengths and weaknesses of the program's present curriculum, delivery techniques and organisational details, but, more importantly, it sought to better understand the potential short term and medium term effects for students of participation in the program. Deeper understandings of these issues will allow the presenters to make informed decisions regarding the development and delivery of future orientation programs for non-traditional students who enter higher education studies. It is also anticipated that this work will contribute to the current interest in the experiences of students in the first year of undergraduate degrees. A variety of methods was used to collect data for the study, including surveys, a questionnaire and interviews. The informants included the participants in the program, five case study students, lecturing staff and an independent assessor. Whilst data gathered through the questionnaire were useful in providing background information, it was investigation into the five case study students' experiences that gave deeper insight into the short and medium term effects on students' attitudes and actions with respect to the preparation of their first written assignment. The evaluation revealed that students from diverse non-traditional backgrounds can gain much from participating in such a program, particularly if it is complemented by the provision of on-going support . As well as identifying the benefits which occurred for the case study students, some limitations of the program were also revealed.
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ItemModernization and youth culture in contemporary China : a translation, with introduction, of articles from the Chinese press, 1986-1987( 1988)The thesis provides, with an introduction and notes, translations of five articles from the Chinese educational press and one from a Chinese Ph.D student newly arrived in U.S.A. which throw light on the uncertainty being expressed in China about the values and behaviour of students and young intellectuals at a time of rapid policy change towards modernization and a more open attitude to the West. The texts here translated have been previously unavailable in English.
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ItemMusic performance skill development : student perspectives( 2003)For musicians of all capability levels the continued development of skills in music performance is crucial. Performance skill development is a key area of study within music performance subjects at Victorian Certificate of Education (VCE) level. In Units 3 and 4 Music Performance subjects, 75% of assessment relates to performance skill development outcomes. Given that such significant value is placed on the development of performance skills, it is relevant to examine student perspectives of the processes in which they are involved as they develop as performers. Exploring perspectives of students engaged in the development of music performance skills as part of VCE Music Performance studies was the key focus of this investigation. Student perspectives were investigated within a single VCE Music Performance class of eight students that I taught, using qualitative research techniques that allowed the personal narrative perspectives of students to be illuminated. Data collection methods included interviews, videotaped performances and student reflective activities. A theoretical perspective for the study was gained from music cognition and performance research and musical skill development literature. In exploring the perspectives of students whom I taught, I hoped to give a broader audience to the voices of students, as student perspectives are under represented within performance skill development literature. Through investigating the personal narrative perspective of individual participants, the complex nature of the development of performance skills for the individual became apparent. Participating students' perspectives of performance skill development incorporated elements that are valued within the structure of the VCE, together with past, present and future motivations. Student perspectives also valued intangible elements such as humour and friendships. The findings indicate that because of the personal nature of the process of performance skill development, it is crucial that teachers are aware of the perspectives of students. For music educators, gaining an understanding of the process of performance skill development from a student perspective should allow educators to better facilitate the process of performance skill development among student musicians as individuals.
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ItemPerceptions of students and young working adults on their experience learning the English language: case studies in Singapore( 2007)The standard of English in Singapore has been a recurring issue of debate for the last 30 years. This study seeks to understand the language situation in Singapore through the perceptions of six students and young working adults describing their experience learning English in Singapore. The study proposes another perspective to examining the language situation - the language situation is a phenomenon. Two factors are integral in this phenomenon: the distinctive development in the English language worldwide with the appearance of the English variants, the New Englishes, at the macrolevel and the acquisition of English in the multilingual society of Singapore at the microlevel. This study set out to explore this using a phenomenological approach. It involved in-depth interviews with participants who would have been affected by language instruction and policy decisions of the last 20 years. These interviews provide participants' "lived" experiences. While the study looked at how English was acquired in a multilingual setting, Singlish, or Singapore English, was referred to consistently by the participants as a language used frequently in informal settings. Findings indicate that Singlish, which is often considered as the poorer form of these variations, is regarded as a language of its own with contributions from the variety of languages which represent the major ethnic groups in Singapore. Singlish has also been seen as an identity marker.
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ItemSelf-perception and academic performance in mathematics: a study of a group of normal technical (nt) students in a girls' school in Singapore( 2008)Self-perceptions of students are determinants of healthy psychological development and school success. Research on the associations between students' self-perceptions and their academic performance is of great importance in the educational realm. There have been limited studies investigating students' self-perceptions in Singapore. Hence, this study aims to examine students' perceptions of Mathematics, academic and general self. It sought to provide insights in relation to how these self-perceptions correlated with each other, and academic achievement with particular focus on Mathematics. Students' sentiments on the Normal Technical stream were also explored. A mixed methods approach was used for data collection. Quantitative data were derived from a questionnaire and students' Mathematics and overall academic results. The self-perception scores were measured by Self-Description Questionnaire - II (SDQII) to yield three scores: Mathematics, Academic-school and General Self-perceptions. Qualitative data was obtained from a group interview using semi-structured questions. The study involved thirty-seven students from the Normal Technical stream in a girls' school in Singapore. Eight students were involved in the group interview. Insights were gained about how students perceived Mathematics, academic school, general self and streaming. Firstly, the study found that Mathematics self-perception correlated strongly with Mathematics performance. Secondly, statistical evidence indicates that students had higher means for self-perceptions than academic achievements. Thirdly, evidence suggests that students' perception of academic-school is strongly correlated to their general self-perception. Finally, students resented the stigma that is attached to the Normal Technical stream, which regarded them negatively. Implications for practice and further research in the three areas of self-perception and academic achievement are also discussed.
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ItemThe effects of ability grouping on the achievement and self-esteem of year 7, rural students( 1997)This study investigated the achievement and self-esteem effects of ability grouping of a cohort of Year 7 students in a small country secondary school. Intelligence was used as a control variable to determine whether ability grouping enhanced the academic performance of students. Results indicated that no inequitable spread of achievement benefit between high aptitude and mid-low aptitude groups occurred during the project. After eight months the differences between the groups on academic, general, home and social self-esteem subscales remained the same as at the beginning, although there was some non-significant evidence of a decrease in academic self-esteem in the mid-low aptitude groups. The academic self-esteem decrease was reflected in the general self-esteem of one of the mid-low aptitude groups but not in the other. The results were rather ambiguous with regard to academic self-esteem, with considerable variation occurring across the groups across different times.
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ItemThe developing ideologies of bright working class children( 1978)This study investigates the influence of social class membership upon children's involvement within the education system. Here, the attitudes of upper primary school children from working class backgrounds, were surveyed. Set within a 'generative' approach to social class, and within a sociology of knowledge framework, this study is a preliminary investigation into a little researched area. While attention elsewhere is usually focused upon between-class differences, in explaining the reproduction of ideology, social structures, and social relationships, the emphasis of this study is upon the development of within-class differences towards these same processes. The attitudes and aspirations of forty seven, teacher nominated, 'gifted' children, towards themselves and their peers, were investigated. The results obtained are discussed in terms of the following dimensions; reported best and worst jobs, explanations of school and occupational success, extent of reported similarities with, and differences from peers, and, the relationship of general ability test performances to such response patterns. The results indicate some development of intra-group ideological differences, among this unrepresentative sample of working class children. This thesis argues that these differences are in part, a response to nascent dilemmas, which emerge from the life experience of such children, and which, demand resolution. A characteristic form of this resolution is in the development of an ideology which facilitates the self-elimination of such scholastically capable individuals, from the education system. The thesis suggests that another form of this resolution, involves some children maintaining a pursuit of scholastic excellence, while concomitantly, perceiving, acknowledging, and accentuating differences, between themselves and their social class peers. Within this context, an important related issue is discussed; namely, how the school system reproduces social classes in Australian society.
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ItemTeacher perspectives: the head injured student returns to school: a pilot study( 1993)This exploratory research sets out to examine teachers' perspectives of teaching head injured students who had returned to regular schools after sustaining an accident or trauma. Thirty teachers from secondary and tertiary schools took part in the study. Qualitative and quantitative methods of research were utilised. The 30 secondary and tertiary teachers were interviewed and a questionnaire was used which was analysed by SPSSx package. The findings of the study indicated that years of teaching experience does not enable a teacher to cope better with teaching head injured students returning to their classes. The findings also indicate that teachers with special education are not prepared for teaching and dealing with head injured students.
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ItemA study of the effect of a student's home background and personal feelings on achievement in year 7 mathematics( 1982)Year 7 is a time of considerable change for most students, and in particular for those entering a new- secondary school. It has been suggested that factors external to the school situation can have the most effect in times of greatest change. This study involved all the students who undertook year 7 in two Technical Schools in 1980. At the beginning of the school year the students were given a commercial mathematics test, and a questionnaire on their attitude to mathematics and their self-concept. Identical tests were given 12 months later, together with a questionnaire on their home background and on their feelings towards their future schooling and career expectations. Correlation analysis was used to identify simple relationships existing between the variables. This then formed a basis for mathematical models of the relationships to be drawn up and tested using causal path analysis. The findings showed overall that the socio-economic status of the home, the sex of the student, the student's self concept, and the student's expectations for future education and career, all had some effect on the student's mathematics achievement and/or change in mathematics achievement during the 12 months either directly or indirectly. These variables also affected a student's attitude to. mathematics, however the attitude variable had no effect on the two main variables. The main finding of the study was that the students who had the greater gain in mathematics achievement during the study were those who had lower score. in mathematics at primary school level, who had lower self concepts and came from the lower socio-economic status homes. This finding lends good support to those who would suggest that the Victorian Technical Schools give a great deal of encouragement and a good educational environment for this type of student.
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ItemLearning to write scientific discourse( 2000)This thesis describes the perceptions of a group of first year science students about writing tasks during first semester of their tertiary studies. Questionnaires and interviews were used to collect data from students. An interview was also conducted with one key science lecturer. The questionnaire and interview responses were analysed using the framework of four features of scientific academic writing - Generic Structure, Content, Surface Level Features and Access. The students' questionnaire and interview responses provided insights about their perceptions of the differences between writing at school and at university and also about the difficulties they experienced with learning to write scientific discourse. The students came to realise during the semester that they were not adequately prepared to cope with writing across the range of scientific genres or with the more sophisticated level of contextual knowledge required in their university studies. The interview with the science lecturer revealed a gap between the students' and the lecturer's perceptions that may be a factor in the problematic nature of learning to write scientific discourse at university. While the students did not appear to consider the language of science relevant to their contextual knowledge, the lecturer indicated that he perceived the language of science to be intrinsically bound with a command of the content. The students also indicated that the lecturer's expectations about discourse requirements were not sufficiently explicit. The lecturer, on the other hand, indicated that explicit instructions about discourse requirements were provided for students. This study signals the need for closer collaboration between Communication Skills lecturers and science subject lecturers in bringing the perceptions of the students and the lecturers closer together. The Communication Skills lecturer can assist students to learn the required scientific discourse by working alongside science subject lecturers to collaboratively provide in-context, explicit instruction, scaffolding and modelling of specific written tasks.