(N.B The original was supplied on Massey letterhead)
Project-based learning in the NCEA context: the benefits and constraints of cross- curricular implementation of project-based learning in New Zealand secondary schools.
STUDENT FOCUS GROUP INTERVIEW INFORMATION SHEET
Thank-you for volunteering to participate in this focus group interview. The purpose of the focus group interviews is to gain an in-depth understanding of your experiences of project-based learning. The focus group interview will last for approximately 45 minutes during school time and be recorded on the researchers password protected phone. What is recorded will then be written down on a document and analysed to form themes about PBL in the NCEA context for a Master of Education thesis.
It is very important that you keep this focus group interview, and what is said within it, confidential to protect the privacy of other students.
You are under no obligation to participate in the focus group interview. If you decide to participate, you have the right to:
decline to answer any particular question;
ask any questions about the study at any time during participation;
provide information on the understanding that your name will not be used unless you give me permission;
ask for the recorder to be turned off at any time during the focus group interview. During this time the interview will temporarily cease.
be given access to a summary of the project findings when it is concluded by emailing me to request this;
withdraw from the study up to the end of March 2019;
the data gained from the interview will be stored in a password protected or locked environment for a period of five years after which time it will be destroyed.
Please read the focus group interview consent form and sign in the space provided to indicate your consent for the interview to proceed.
FOCUS GROUP STUDENT PARTICIPANT CONSENT FORM
I have read, or have had read to me in my first language, and I understand the Student Participant Information Sheet. I have had the details of the study explained to me, my questions have been answered to my satisfaction, and I understand that I may ask further questions at any time. I have been given sufficient time to consider whether to participate in this study and I understand participation is voluntary and that I may withdraw from the study at any time.
1. I understand that I have an obligation to respect the privacy of the other members of the group by not disclosing any personal information that they share during our discussion. 2. I understand that all the information I provide will be kept confidential to the extent
permitted by law, and the names of all people in the study will be kept confidential by the researcher.
Note: There are limits on confidentiality as there are no formal sanctions on other group participants from disclosing your involvement, identity or what you say to others in the focus group. There are risks in taking part in focus group research and taking part assumes that you are willing to assume those risks.
3. I agree to participate in the focus group under the conditions set out in the Information Sheet.
Declaration by Participant:
I ___________________________________[print full name] hereby consent to take part in this study.
Appendix J: Under 16 Whānau Information Sheet and Consent Form
(N.B The original was supplied on Massey letterhead)
Project-based learning in the NCEA context: the benefits and constraints of cross- curricular implementation of project-based learning in New Zealand secondary schools.
Introduction to parents/caregivers/whanau
Researcher introduction:
My name is Cathy Hamilton and I am a student at Massey University undertaking Masters Research into project-based learning at the NCEA level. I have also been a secondary school science teacher for a number of years as well as a Pastoral Dean. I am sending this to you to let you know about the research that I am conducting at _________ from the ___________ 2019.
Project Description:
The aim of this research project is to investigate how project-based learning (PBL) can be implemented in the NCEA context and the benefits and barriers that may exist with PBL implementation at this level. This research project aims to increase the understanding how PBL can be implemented in the NCEA context and how teachers and students feel about how PBL affects learning.
Participant Selection:
The project will involve a survey questionnaire given to students who are involved in PBL at the NCEA level, to gain a general understanding of attitudes towards PBL. I will also be inviting eight, randomly selected students, who are currently using PBL at the NCEA level, to participate in two focus group interviews consisting of four students in each. The purpose of the focus group interview is to gain an in-depth understanding of the perceptions they have towards PBL. Participant’s privacy:
The data gained, including consent forms, questionnaire data and interview transcripts, will be stored separately in in a locked or password protected storage system for a five year period. After this time the material will be destroyed by myself or my supervisors. Student identity will be protected by use of numeric coding systems so students will not be individually identified. Students will also have the right to ask questions about the study at any time during participation and decline to answer any question if they do not feel comfortable in doing so. Students can be given access to a short summary of the project findings when it is concluded by emailing me to request this.
Project Contacts
If you have queries about the project please contact me by email at . Alternatively you can contact my supervisors from the Education Institute at Massey University
Dr Peter Rawlins, [email protected] Dr Brian Tweed, [email protected]
Thank-you in advance for your consideration in allowing me to conduct this research with your family member. If he or she is under 16 could you please fill in the consent form and return it to the Future Focus teacher. Otherwise, please email me if have any concerns.
Cathy Hamilton M.Ed. student
This project has been reviewed and approved by the Massey University Human Ethics Committee: Southern A, Application SOA 18/76. If you have any concerns about the conduct of this research, please contact Dr Lesley Batten, Chair, Massey University Human Ethics Committee: Southern A, telephone +64 63569099 x 85094, email
Parental/Caregiver consent form for students under 16 years of age:
Declaration by parent/caregiver:
I ______________________________give permission for ______________________ (name of child)
to take part in this project-based learning research.
Signature __________________________ Date: ____________________
Appendix L: Example of Coding from Case Study One using Nvivo
Case Study A Teacher Themes Nodes for Benefits of PBL for the learner
Subtheme/node names Number of
References
Illustrative quotes
Benefits of PBL to the learner
Authentic learning- Develops skills and knowledge with a real life context
14 “It also helps students understand how learning happens in real
life; you find and learn the knowledge that is relevant for the particular problems that arise in their project.” Survey Teacher 19
Coherency and transfer in learning
1 “Students are more motivated and are able to make links in a number of subjects and Achievement Standards. They start to see greater connections between curriculum areas.” Survey Teacher 7
Collaborating with stakeholders
4 “We’re thinking a lot of the collaboration, not all maybe come through class, but people outside in the community as well like the stakeholders.” Interview Teacher C
Deep learning 7 “Can promote learning in depth and breadth.” Survey Teacher 23 Develop 21st century skills 13 “I mean we are developing all these great employability skills.”
Interview Teacher D Develops student agency
and self -management
9 “The ability to manage time and set goals would be the two big impacts on learning.” Interview Teacher D
Increased engagement or motivation towards learning
20 “Greater engagement from students. Better outcomes.” Survey Teacher 9
Gaining NCEA credits
4 “Last year in in Yr 11 a lot of our students were getting excellences for Level 2 English in Yr 11 purely because when they focussed on using their project as their context for formal writing or oral text and things like that, they were all over it, it was easy for them.” Interview Teacher A
Learning focus rather than NCEA credentialing focus
4 “It may help to prevent the 'credit counting' attitude that manifests in senior students.” Survey Teacher 5
Personalised learning and choice
7 “Personalisation of learning.” Survey Teacher15
Reduced workload 1 “Learning can be used across different subjects for assessments reducing workload for students." Survey Teacher 26
Appendix M: Merged Themes using a modified version of Stakes(2006) Worksheet 5A
Chart showing the importance of the findings within each theme, for each case study school. Importance was rated using the frequency of the responses in the questionnaires open questions and interview data.
Themes Findings School A
T S School B T S School C T S a. Enablers of effective enactment of PBL in the NCEA context – characteristics of PBL and the role of the teacher Cross-curricular learning 4 4 3 NA 4 NA External partnerships/ stakeholders collaboration 4 4 4 2 4 4 Problem solving or project outcome has an impact on
the community
4 4 4 1 4 4
Design thinking framework 4 NA 1 NA 4 NA Templates guiding students through project phases 2 4 2 2 4 4 Use of assessment rubrics to give feedback 2 2 4 1 4 4 Self- directed, learner-centred, authentic learning
experiences with students producing an outcome in response to a real world issue or need
4 4 4 4 4 4
Students have true agency in terms of project focus and approach
4 4 1 4 3 3
NCEA standards aligning to projects 4 4 2 1 3 3 Uses interest or passion of the learner 4 4 4 4 4 4 Learning driven by learning goals rather than
assessment
4 NA 4 NA 4 NA
Deeper learning through extended time periods 4 4 4 4 Teacher facilitates, guides, mentors and coaches
rather than directing students during projects
4 4 4 4 4 4
Teacher has enthusiasm for projects 4 4 NA NA 4 4 Teacher manages accountability and progress in
projects giving scaffolded assistance when needed
4 4 4 4 4 4
b. Benefits of PBL to learners
Increases engagement or motivation towards learning due to personalised choice and interest in the project
4 4 4 4 4 4
Develops 21st century skills (“soft skills”) needed for the future
4 4 4 4 4 4
Develops student agency and self-management abilities
4 4 4 2 4 4
Authentic learning contexts develops knowledge and skills that allow deeper learning and more coherency
4 NA 4 NA 4 NA
Development of communication and collaboration skills through interacting with stakeholders and external partners
4 4 3 2 4 4
Authentic, meaningful learning leading to NCEA credentialing reducing workload and credit hunting mentality
4 4 2 2 4 4
Developing connections with the wider community and empathy for others and being empowered to make a difference
Having the opportunity for having learning experiences that students might not normally be exposed to
NA NA 3 4 NA NA
c. Barriers to student success using PBL
Level of self-management ability has an effect on success and motivation in PBL
4 4 4 4 4 4
Lack of access to specialist teachers and learning spaces
3 4 NA 2 NA NA
Difficulties scoping a project and navigating the path forwards
2 3 NA NA NA NA
Difficulties connecting with stake holders/partners 3 4 NA NA 3 4 Inconsistent teacher ideas about the level of impact
required in the community
NA NA 3 4 NA NA
Inconsistent teacher use of templates or project framework
2 4 2 4
The need to gain NCEA credits compromises the value given to PBL and the time and innovation students are willing to give to the project
1 1 4 4 1 NA
The need to gain NCEA credits from projects increases anxiety
4 4 NA NA NA NA
Project fatigue NA NA 4 4 NA NA
Project group dynamics NA NA NA NA 2 2 Project allocated time limiting ability to take other
subjects
NA NA 2 4 NA NA
Maintaining momentum when teacher support insufficient or unavailable
2 2 2 2 2 2
Time restrictions limiting progress NA NA NA NA 2 2 d. Challenges or
barriers to implementation of PBL
The impact of NCEA and UE imperative including credits needed for each Level, difficulties aligning assessment standards to projects, external moderation
4 NA 4 NA 4 NA
School structural impacts such as timetabling, resourcing, staffing and siloed subject areas, workload issues
4 NA 4 NA 3 N
Teacher attitudes towards PBL including mind-sets and concerns about disciplinary knowledge needed for NCEA
4 NA 4 NA 3 NA
Decreased teacher capabilities including project management skills, understanding about PBL, awareness of NCEA standards outside expertise area, change in role
4 NA 4 NA 3 NA
Lack of relevant professional learning about PBL in the NZ context
4 NA 4 NA 1 NA
Difficulties monitoring and managing students – systems and capabilities
4 NA 4 NA 3 NA
Lack of shared philosophy and vision about PBL pedagogy
2 NA 4 NA 1 NA
Whānau not engaged in the PBL process and value NCEA credentialing over other learning benefits
4 NA 4 NA 1 NA
e. Future development of PBL
Existing standards and moderators become more open to alternative assessment formats and acknowledgement of group work
4 NA NA NA 4 NA
Structural changes in the school to increase flexibility and efficacy of PBL implementation
4 NA 4 NA NA NA
Importance ratings are on a scale from 4= very highly important, 3= High importance, 2
=Medium importance, 1 = low importance, NA = Not applicable is if the finding is not articulated in the data. Teacher perception =T, Student perceptions = S (where applicable)