Personalised Learning in Secondary Education: Student experiences and perceptions: a case study

Abstract

This research has explored student perceptions and experiences of personalised learning, comparing them with key concepts in the research literature. The context for this study is a new, state, senior secondary school in Auckland that opened to Year 11 students in 2011 with an underpinning philosophical commitment to introducing a personalised approach to learning. The thesis aims to add to the body of research which uses student voice to inquire into learning. Data from anonymous student reflective journals and the transcripts of two focus group interviews informed the research. Sitting within the qualitative methodology, the research employed an interpretive method in the form of a single case study. Significant alignment is evident between student experiences and perceptions and key concepts of personalised learning in the research literature. Central themes to emerge from the data are: the centrality of choice, the importance of mentoring, the development of learning to learn strategies and the physical organisation of the school. While the research literature also identified that certain qualities of leadership and strong links with the community enhanced a personalised approach, student voice did not mention these particular features. Data from students reveal a depth of understanding about the intent of personalised learning. Students perceived their experiences to be, in the main, helping them to become independent and self-managing learners who were being prepared for life beyond school. The data also reveal how this approach supports students in terms of their goal setting and motivation. The research highlights the importance of student voice as a source of evidence when examining educational issues. The predominantly positive nature of the student voice has provided direction for the leadership to continue to pursue and develop this approach to learning, mindful of the challenges of sustainability in terms of scaling up the model and building teacher capacity.