Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515602
Title: An investigation of the features of design and technology lessons that motivate disaffected and low ability pupils to engage in learning : an action research project focussing on perceived relevance
Author: Thomas, Michael Gary
Awarding Body: Loughborough University
Current Institution: Loughborough University
Date of Award: 2007
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Abstract:
This thesis is based on practitioner and action research by the author. A series of iterative case studies identified factors that contributed towards a group of low ability and disaffected pupils being engaged in learning in design and technology. The findings of each case study were analysed and conclusions used to frame the subsequent case study. Findings from these case studies were then used to develop an action research project. Discussion of the relationship between pupils' perceived relevance of an activity and their levels of engagement has appeared on the UK educational agenda, (Ofsted 2005:51-52, Davies et al, 2004:147, Daniels et al 1998:5.5, Denton, 1992), but not with the frequency which might be expected. Initial research at the school found that a group of low ability and disaffected pupils had a very positive perception of the “relevance” of design and technology. In contrast the literature reviewed suggested that pupils in their samples had a low perception of the “relevance” of design and technology. Qualitative methodology was used. This included interviewing teachers and pupils and the development of a semi-structured interview schedule. Analysis of this data was aided by the use of a Likert, (1932) rating scale. A "summated" scale, Trochim, (2006) supported the interpretation of data. Observations were used to record classroom interactions. A Delphi group (Toffler, 1970:462) explored issues emerging during the research and to limit the danger of single observer bias. Pupil understanding of the term “relevance” was explored. The findings identified strategies employed to promote the relevance of the subject. These strategies were developed into an action research project that tested the strategies in three other schools. One school, with a relatively inexperienced teacher, found the strategies had a positive impact on teaching and learning.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.515602  DOI: Not available
Keywords: Design and technology ; Relevance ; Low ability ; Disaffected ; Special educational needs ; Engagement in learning ; Action research ; Delphi group
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