Complete thesis - Murdoch University

the 41% with same or higher MO, 28.5% achieved a D(istinction), 28.5% a C(redit) and 43%failed the exam component (N). This could suggest the exam does not target meaning as wellas it could. However, 50% of students with higher ROs also failed the exam, suggesting itdoes not focus on reproduction, either. It should be noted, perhaps as a caveat, that learningfor understanding is less reliably assessed than memory learning and learning that achievessome form of creativity will be quite radically different for different students (Elton, 2000).Some alignment could be discerned between the tenor of comments made in the PerformanceReview and results of the ASI. In effect, supporting the work of Entwistle and Tait(1990, 1995) meaning-oriented students were more likely to see their learning environment inpositive terms while reproduction orientation was associated with the view that the learningenvironment was difficult. These results were also supported by a later study by Tynjäläet al (2005), which indicates that students’ conceptions of the characteristics of their learningenvironments were related to their study orientations and strategies.From the teacher’s perspective, what this confirmed was that although a great deal of effortwent into preparing the PBL environment, more scaffolding would appear to be required.Students seem to need greater preparation in order to tackle a different learning model (ega better understanding of the PBL process), and support structures (examples, guidelines)so that they have a clear indication of the appropriateness of their learning. Drew (2001)discovered that a heavy workload tends to affect the depth at which students studied, whileChambers (1992) found that a ‘reasonable’ workload is a precondition of good studying anddeep learning. Student comments on this aspect suggested the motivation to deep learningcould be enhanced.7.2.5 Reflection on findingsThe focus of my reflection, based on Kreber (1999) (see Table 7.8, reproduced for information)is on the Instructional component.The main purpose of this cycle was to modify the instructional strategies applied to ENG260to address issues exposed in the evaluation of the Apprenticeship model applied in Cycle1. Deciding to apply PBL had implications on Curriculum, in that discipline content wasmodified (ie reduced). However, the teaching goal, the process for identifying this goaland its premise did not change. In terms of Pedagogy, effort was placed in researchingstudent learning in order to evaluate the effectiveness of the strategies put in place to promotethe achievement of the teaching goal. Under the Instructional component, the followingcomments are noted:320