Final report on Building and Construction Project: Developing literacy and numeracy within a scenario-based intervention

Greyling, Willfred and Tappenden, Geoffrey (2013) Final report on Building and Construction Project: Developing literacy and numeracy within a scenario-based intervention. Project Report. Wintec, Hamilton, New Zealand. (Unpublished)

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Abstract or Summary

Introduction & main aim: The Building and Construction section (Adam Cunningham and Tom Malpass) approached the literacy-embedding (LN) team and student capability to initiate, plan and track an intervention to improve LN outcomes for students enrolled for the TE0905 programme. From these collaborative actions, we adopted a scenario-based approach which we deemed to be consistent with the modernisation drive in the School of Trades at Wintec. Key objectives: We pursued the following objectives: (KO1) Initiating, tracking and documenting a scenario-based approach in developing learners’ LN skills in the building and construction. (KO2) Tracking changes in LN using gain reports and statistical analyses based on TEC assessment tool data. (KO3) Tracking learners’ self-efficacy and personal agency constructs at the start and the finish of the intervention. (KO4) Tracking a questionnaire-based interviewing system in managing expectations and meaning-making on the course. (KO5) Tracking student feedback. Outcomes: (O1) Seven scenario-based mini-projects for Building and Construction students were designed and implemented. (O2) Paired t-tests and descriptive statistics show that the group exhibited negligible growth in reading skill, but for numeracy exhibited significant growth. Maori Trade Training (MTT) students showed significant progress in both reading and numeracy. (O3) For the group as a whole, self-efficacy and personal agency scores remained stable and positive, following the golden section hypothesis (Fransella, Bell & Bannister, 2004). (O4) The interviewing system allowed the intervention team and the vocational tutors to manage learner expectations. (O5) Student feedback shows a consistently positive response on the part of students. Recommendations: We recommend that a comprehensive change project be defined to capitalise on the gains achieved so far and that a more holistic, technology-enhanced, scenario- and project-based approach be implemented in Carpentry. We recommend a range of specific strategies that may be used to achieve the imperatives of change towards a more learner-centred system based on learner autonomy, work readiness, authenticity of learning, as well as contextualised and embedded support. We therefore support the e-portfolio approach adopted by Carpentry and we commend building and construction tutors as key change agents in modernising the programme. [Appendices A to I record some details]

Item Type:Monograph (Project Report)
Keywords that describe the item:literacy, numeracy, scenarios, authenticity, awareness, autonomy
Subjects:L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:Schools > Centre for Foundation Studies
ID Code:2626
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Deposited On:22 Jul 2013 06:22
Last Modified:10 Apr 2017 02:49

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