Mary U. Hanrahan

The effect of learning environment factors on students’ motivation and learning

This paper reports a qualitative study of the learning environment of a Year 11 Biology class. The research was originally framed in a constructivist epistemology, but was also informed by an emancipatory interest. The main methods used for data gathering were participant observation, interviewing, and a written response survey (CES, Tobin, 1993a). It was found that, even though the students viewed the class positively, and described themselves as highly motivated to learn, the level of cognitive engagement was affected by two interrelated factors: the control the teacher had over almost all activities, and student beliefs about learning in this context . The data suggests that both intrinsic and extrinsic motivation which could lead to deep involvement in learning are constrained by a preponderance of teacher-centred methods of instruction. A model is proposed relating intrinsic and extrinsic interest to cognitive engagement. It is concluded that more activities should be used which either implicitly or explicitly reinforce positive beliefs about the need for self-direction in learning. A personal perspective has been included in this paper to indicate the non-linearity of the development of theory.

The place of personal writing in a PhD thesis: Epistemological and methodological considerations

This paper reports on a particular approach to doing a doctorate in which the first author has used personal writing to increase the relevance, autonomy and quality of her learning and to allow her to present her study, her personal reactions to the study and the experiences that have led her to the study in one thesis. The personal writing consisted of reflective and critical journal and letter writing through which Mary dealt with the affective, social and moral factors she believed to be an integral part of deep learning in a social science. The paper describes how, as well as having consequences for her research on improving autonomy, motivation and learning in Year 8 science students, this has led her to present her PhD thesis on two levels: science education and narrative.