Exploring pupil and adult perspectives of learning and teaching in a secondary school

Abstract

This research uses a group learning process to investigate pupil and adult perspectives about their experience of learning and teaching, and what makes learning difficult. I was interested in finding out how a group learning process could help in gaining the perpsective of underachieving secondary age pupils. From my initial interest in pupil views about ways to maximise learning and attainments, a research question emerged: What can we learn through a group learning process about the pupil and adult perspective of their experience of learning and teaching, and what makes learning and teaching difficult for pupils who are underachieving? A qualitative case study group learning situation was used with an underpinning epistemology of post positivist social constructivism. Secondary age pupils took part in a group learning process to give their perspective about how best they learn and attain, and to explore what is important for their learning. The group learning process intended to facilitate pupil experiences of giving their voice and to find out about situations that elicit pupil voice. The activities completed in the group, the views expressed in the group and individual interviews with each pupil formed the data. Key adults were also interviewed, pupils evaluated the group learning situation and a research diary was kept which formed additional data. Thematic analysis (Attride-Stirling, 2001) was the tool used to systematically analyse the textual data. Seven Global Themes were identified summarising the wealth of textual data and aspects of the group learning process that appear to promote pupil participation and pupil voice. I Jane Gould: D. Ed. Psych 11 conclude that there is some consistency of my research findings with current literature. This research adds to existing knowledge by highlighting the importance of language and relationships to pupils’ learning and attainments. Benefits of using a group learning situation to gain pupil perspective is highlighted. The unique contribution of the research and the limitations of the study are recognised. Through this research I had the privileged opportunity to enter the lives of a group of underachieving pupils, to look inside the perspectives of pupils and adults and to rethink learning and teaching. I suggest that a way of understanding the themes that emerge is through the relationships that are formed within the learning situation.