Pupils views on what helped and hindered learning in an area of disadvantage

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Pupils views on what helped and hindered
learning in an area of disadvantage
2
Key issue addressed by the study

• This study explored
• the views of pupils in a disadvantaged area on
  the factors which they thought helped or hindered
  their learning

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Activities pupils found helpful for learning

• Listening and discussing, which enables sharing
  ideas
• Practical work, which makes learning memorable
  and fun
• Working in friendship groups, which enables a
  safe place for asking questions

4
Factors pupils found unhelpful for learning

• Bad behaviour by others (80)
• Friends (17)
• Personal feelings (16)
• Mismatch between teacher expectations and their
  own (13)
• Whole class teaching

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Why pupils disliked whole class teaching

• In a whole class, people mess around more
• If you dont understand something you cant
  ask because its embarrassing

• If the teacher doesnt explain properly
• Some teachers expect too much and others think I
  am not bright so dont give me much

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What pupils said motivated them to learn

• The effect of having good qualifications on their
  future prospects You can get a good job and a
  nice car
• 38 of boys
• 25 of girls
• 36 of white pupils
• 30 of black minority ethnic pupils
• 80 of pupils had a clear idea of what they
  wanted to do when they left school

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Pupils favourite subjects

• 43 preferred science
• 32 preferred mathematics
• 25 preferred English
• The researchers suggested a relationship between
  pupils early disposition to a subject and
  subsequent attainment at GCSE

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The researchers conclusions

• Listening to pupils views will help
• begin to re-engage the most disaffected
  learners
• improve behaviour management
• increase interest in literacy
• create a better learning environment

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Who were the children in the study?

• 139 Year 8 students
• from two schools in an Education Action Zone

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How was the information gathered?

• Pupils were interviewed individually using a
  semi-structured questionnaire with questions
  about
• how they learned
• the strategies which helped their learning
• factors which hindered their learning
• what enhanced their motivation

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How can teachers use the evidence in this study?

• Pupils found sharing ideas with peers helpful to
  their learning
• Could you increase opportunities for discussion
  between pupils?
• Some pupils were embarrassed to ask questions in
  whole class situations
• What strategies can you use to reduce this
  embarrassment?
• Pupils reported mismatches between teacher
  expectations and their ability to meet these
• Could you ask your pupils whether they believe
  the tasks set are too hard, too easy or about
  right?

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How can school leaders use the evidence in this
study?

• National strategies promote whole class teaching
  to increase pupil-teacher dialogue
• What is your staffs experience of dialogue in
  whole class situations?
• Pupils held firm views on the schools
  responsibility to tackle misbehaviour
• What interventions have proved to be effective in
  your school? How do your pupils view these
  policies?

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Follow-up reading

• Study reference Whitehead, J. Clough, N.
  (2004) Pupils, the forgotten partners in
  Education Action Zones Journal of Education
  Policy Vol. 19, No. 2,
• Summary available at www.standards.dfes.gov.uk/re
  search/themes/pupil_voice/educationactionzones/

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