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Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students

Waldrip, Bruce, Cox, Peter, Deed, Craig, Dorman, Jeffrey, Edwards, Debra, Farrelly, Cathleen, Keeffe, Mary, Lovejoy, Valeria, Mow, Lucy, Prain, Vaughan, Sellings, Peter and Yager, Zali 2014, Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students, Learning environments research, vol. 17, no. 3, pp. 355-370, doi: 10.1007/s10984-014-9163-0.

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Title Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students
Author(s) Waldrip, Bruce
Cox, Peter
Deed, Craig
Dorman, Jeffrey
Edwards, Debra
Farrelly, Cathleen
Keeffe, Mary
Lovejoy, Valeria
Mow, Lucy
Prain, VaughanORCID iD for Prain, Vaughan orcid.org/0000-0001-5832-4727
Sellings, Peter
Yager, Zali
Journal name Learning environments research
Volume number 17
Issue number 3
Start page 355
End page 370
Total pages 16
Publisher Springer
Place of publication Dordrecht, The Netherlands
Publication date 2014-10
ISSN 1387-1579
1573-1855
Summary This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability.
Language eng
DOI 10.1007/s10984-014-9163-0
Field of Research 130106 Secondary Education
1303 Specialist Studies In Education
1302 Curriculum And Pedagogy
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2014, Springer Science+Business Media Dordrecht
Persistent URL http://hdl.handle.net/10536/DRO/DU:30089836

Document type: Journal Article
Collection: School of Education
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