Tell Them From Me Teaching and Learning Data 2024 - Student Data

Celebrations:

This year, we gathered valuable insights from the "Tell Them From Me" survey, which focuses on key factors that significantly impact student success. These factors include a sense of belonging, personal relationships, effective learning time, student effort, the relevance of coursework, and academic rigour. Previously, Mrs Thomson looked at parent data. This newsletter reports four critical areas of student perception related to teaching and learning that align with our Learning and Teaching section of the 3-Year School Improvement Plan (2022-2025).

What Did the Survey Tell Us?

The data highlights the importance of understanding these drivers to provide differentiated support for our students. By ensuring that students are known, valued, and cared for, we can help them work towards their full potential. When examining the tables, anything greater than a .05 difference is significant; we can also use the information to look at trends. A ‘replica school’ is a school norm compiled based on the results of schools with the same socioeconomic profile as McAuley. Below are 3-year snapshots of  the areas of focus from the survey that was analysed by staff in a recent meeting:

  • Effective Learning Time: This area examines how well teachers use classroom time, ensuring classes are well-organised and that key concepts are effectively taught. Teachers who deliver quality instruction set clear goals directly or indirectly aimed at enhancing student learning.
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  • Student Effort: Student effort is crucial, reflecting how hard students strive to succeed in school. It is closely tied to their interest and motivation in school subjects, serving as a core attribute of self-efficacy—students' belief in their ability to achieve specific goals.
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  • Intellectual Engagement: Students' emotional and cognitive investment in their learning. Intellectually engaged students are motivated, interested in what is being taught, and exert significant effort in their studies.
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  • Instructional Relevance: Relevance in the classroom involves ensuring that instruction is purposeful and meaningful to students' everyday lives. When students see value and meaning in their coursework, their motivation and achievement are significantly enhanced.
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We continuously strive to improve our practices, particularly in these areas, to ensure that every student is supported in reaching their academic goals. Some of the findings determined by our staff are that the "Tell Them From Me" survey reveals several trends regarding boys' perceptions of teaching and learning, though it is important to note that the data range is small. Regarding effective learning time, boys consistently scored below girls when looking at years  7 to 10 and lagged behind those in similar (replica) schools. A concerning trend is evident among Year 9 boys, whose scores declined from when they were in Year 7 (2022) to now (2024). Intellectual engagement data shows a significant positive trend among Year 11 boys, yet the same can't be said for Years 8, 9, and 10, where a downward trend is observed.

Interestingly, the younger students in Year 7 and those in senior years have shown an upward trend. However, in terms of relevance, boys again scored below their peers in comparable schools, with the current Year 9 boys dipping from their Year 7 scores. Effort is another concern, as boys in Years 8, 9, and 10 show a significant gap compared to 'like schools.' These findings highlight the need for targeted interventions to address the ongoing concerns with boys' engagement and achievement. The survey results will guide our efforts to enhance the quality of teaching and learning, ensuring that our students are engaged, motivated, and achieving to the best of their abilities.