title: Fijian students’ perceptions of their science learning environment in New Zealand secondary schools

authors: Chand, Alvin Vikash

subjects: Fijian Students

abstract: Pacific students in Aotearoa, New Zealand, come from a range of cultural and ethnic backgrounds. This heterogeneous cultural and ethnic mix of students presents opportunities and challenges for teachers. Results from the National Certificate of Educational Achievement (NCEA) show that Pacific students are underperforming in science compared to the general cohort in secondary education. To help meet the needs of Pacific students, many New Zealand educators are undertaking research to explore the perceptions of students learning. Little research has been done on Fijian students to address this. The purpose of this study is to examine Fijian students' perceptions of their current and preferred learning environment and how it can be improved to suit the learning needs of Fijian students.

Talanoa, a Pacific research methodology, informed and guided this study. It is based on Pacific cultures and is primarily used to study Pacific peoples. A mixed-method approach was adopted to respond to the research questions. Talanoa method with a survey called the Constructivist Learning Environment Survey-Fijian students (CLES-FS) was used to collect the data. A total of 305 students participated in this study. A thematic approach was used to analyse the data obtained from the talanoa method. The CLES-FS data was analysed using the Statistical Package for Social Sciences (SPSS), and comparisons were made between the students’ perceptions of their actual and preferred learning environments. Variations between gender, ethnic differences (Fijian Indian and iTaukei) and between different year levels were also analysed. 

Key findings show that positive student-teacher relationships, a sense of belonging to the class, and teachers’ understanding of students’ cultural experiences played a vital role in engaging students in their learning. The findings also highlighted that the Fijian students enjoyed working in groups. However, they indicated that excessive use of group work without defined learning intentions had a negative impact on learning. In addition, the study found that the students were reluctant to respond to or ask questions in front of the whole class. Students also identified that, at times, cultural values of respect for elders discouraged them from expressing their views to the teacher. Many students preferred to communicate with the teacher one-on-one about how they would like to learn and have more control over their classroom learning activities.

There was a statistically significant difference in the perceptions of iTaukei and Fijian Indian students regarding building relationships with their teachers and collaborative learning. iTaukei students perceived that they had fewer opportunities to build relationships with their teachers but had more opportunities to engage in collaborative learning than Fijian Indian students. In addition, there was a statistically significant difference in the perceptions of male and female students when it came to learning in a familiar context scale. Female students perceived they were given more opportunities to learn in a familiar context than their male counterparts.

This study has contributed to the understanding of Fijian students' perceptions of the current and preferred learning environments in New Zealand secondary schools. The research also demonstrates that CLES-FS and Talanoa methods can be used effectively for data triangulation. The findings of this study provide new insights into the knowledge gap in the literature about the learning needs of Fijian students studying in New Zealand classrooms. It is envisaged that the findings will help to inform the teachers and leaders of secondary schools who teach Fijian students.

text: Fijian students’ perceptions of their science learning environment in New Zealand secondary schools Pacific students in Aotearoa, New Zealand, come from a range of cultural and ethnic backgrounds. This heterogeneous cultural and ethnic mix of students presents opportunities and challenges for teachers. Results from the National Certificate of Educational Achievement (NCEA) show that Pacific students are underperforming in science compared to the general cohort in secondary education. To help meet the needs of Pacific students, many New Zealand educators are undertaking research to explore the perceptions of students learning. Little research has been done on Fijian students to address this. The purpose of this study is to examine Fijian students' perceptions of their current and preferred learning environment and how it can be improved to suit the learning needs of Fijian students.

Talanoa, a Pacific research methodology, informed and guided this study. It is based on Pacific cultures and is primarily used to study Pacific peoples. A mixed-method approach was adopted to respond to the research questions. Talanoa method with a survey called the Constructivist Learning Environment Survey-Fijian students (CLES-FS) was used to collect the data. A total of 305 students participated in this study. A thematic approach was used to analyse the data obtained from the talanoa method. The CLES-FS data was analysed using the Statistical Package for Social Sciences (SPSS), and comparisons were made between the students’ perceptions of their actual and preferred learning environments. Variations between gender, ethnic differences (Fijian Indian and iTaukei) and between different year levels were also analysed. 

Key findings show that positive student-teacher relationships, a sense of belonging to the class, and teachers’ understanding of students’ cultural experiences played a vital role in engaging students in their learning. The findings also highlighted that the Fijian students enjoyed working in groups. However, they indicated that excessive use of group work without defined learning intentions had a negative impact on learning. In addition, the study found that the students were reluctant to respond to or ask questions in front of the whole class. Students also identified that, at times, cultural values of respect for elders discouraged them from expressing their views to the teacher. Many students preferred to communicate with the teacher one-on-one about how they would like to learn and have more control over their classroom learning activities.

There was a statistically significant difference in the perceptions of iTaukei and Fijian Indian students regarding building relationships with their teachers and collaborative learning. iTaukei students perceived that they had fewer opportunities to build relationships with their teachers but had more opportunities to engage in collaborative learning than Fijian Indian students. In addition, there was a statistically significant difference in the perceptions of male and female students when it came to learning in a familiar context scale. Female students perceived they were given more opportunities to learn in a familiar context than their male counterparts.

This study has contributed to the understanding of Fijian students' perceptions of the current and preferred learning environments in New Zealand secondary schools. The research also demonstrates that CLES-FS and Talanoa methods can be used effectively for data triangulation. The findings of this study provide new insights into the knowledge gap in the literature about the learning needs of Fijian students studying in New Zealand classrooms. It is envisaged that the findings will help to inform the teachers and leaders of secondary schools who teach Fijian students.

year: 2024-04-06

title: Catchment and lake water quality modelling to assess management options for Lake Rerewhakaaitu

authors: Cho, Eunju

abstract: Lake Rerewhakaaitu in the Bay of Plenty Region of North Island, has one of the most intensively farmed lake catchments in New Zealand. Nitrate concentrations in two surface stream inflows to the lake show substantial and statistically significant increases, between 1995 and 2015, however, lake water quality has remained relatively stable. The lake is polymictic (i.e., it mixes frequently) and is partly perched, with an effective hydrological catchment of approximately 10% of the surface topographic catchment. We used the hydrodynamic-ecological model DYRESM-CAEDYM to examine the relationship between inflow quantity and quality, and lake water quality. A groundwater model (MODFLOW) provided groundwater discharge values from the hydrologically effective catchment, to the lake model (DYRESM-CAEDYM). The model successfully reproduced the magnitude and dynamics of field measurements, as evidenced by low statistical error. Based on a novel uncertainty analysis that allows for assessment of forcing factors that contribute to model error, a component of the statistical error was identified to be due to lake water level variations, which was attributed to ecological changes in the littoral (shallow-water) zone of the lake. The calibrated model was used with a set of scenarios to examine land use change within the effective hydrological catchment, as well as climate change. Establishment of the lake model was subject to several areas of substantial uncertainty, including derivation of stream inflows by statistical modelling (rather than direct observation), hydrological uncertainty with regard to drainage pathways in the lake catchment, and reliability of some nutrient measurements in the lake and streams. Nevertheless, the present model can be considered among the most sophisticated tools available with which to inform lake management decisions. Model results suggest that improved land management efforts within the wider topographic catchment will have only minor impacts on Lake Rerewhakaaitu water quality, but within the hydrologically effective catchment land use improvements to decrease losses of nitrogen and phosphorus to the lake will be important. Maintaining and/or enhancing the forested area within the hydrologically effective catchment and potentially retiring (to indigenous vegetation) some of the area, as well as maintaining the riparian buffer of the lake, will help to maintain water quality of Lake Rerewhakaaitu. The model predicted that a future warmer climate would likely increase the duration of temperature stratification in the water column, leading to more deoxygenation of bottom waters and a decline in water quality. Offsetting this with maintaining and enhancing vegetation in the riparian area and hydrologically effective catchment may help to offset these effects.

text: Catchment and lake water quality modelling to assess management options for Lake Rerewhakaaitu Lake Rerewhakaaitu in the Bay of Plenty Region of North Island, has one of the most intensively farmed lake catchments in New Zealand. Nitrate concentrations in two surface stream inflows to the lake show substantial and statistically significant increases, between 1995 and 2015, however, lake water quality has remained relatively stable. The lake is polymictic (i.e., it mixes frequently) and is partly perched, with an effective hydrological catchment of approximately 10% of the surface topographic catchment. We used the hydrodynamic-ecological model DYRESM-CAEDYM to examine the relationship between inflow quantity and quality, and lake water quality. A groundwater model (MODFLOW) provided groundwater discharge values from the hydrologically effective catchment, to the lake model (DYRESM-CAEDYM). The model successfully reproduced the magnitude and dynamics of field measurements, as evidenced by low statistical error. Based on a novel uncertainty analysis that allows for assessment of forcing factors that contribute to model error, a component of the statistical error was identified to be due to lake water level variations, which was attributed to ecological changes in the littoral (shallow-water) zone of the lake. The calibrated model was used with a set of scenarios to examine land use change within the effective hydrological catchment, as well as climate change. Establishment of the lake model was subject to several areas of substantial uncertainty, including derivation of stream inflows by statistical modelling (rather than direct observation), hydrological uncertainty with regard to drainage pathways in the lake catchment, and reliability of some nutrient measurements in the lake and streams. Nevertheless, the present model can be considered among the most sophisticated tools available with which to inform lake management decisions. Model results suggest that improved land management efforts within the wider topographic catchment will have only minor impacts on Lake Rerewhakaaitu water quality, but within the hydrologically effective catchment land use improvements to decrease losses of nitrogen and phosphorus to the lake will be important. Maintaining and/or enhancing the forested area within the hydrologically effective catchment and potentially retiring (to indigenous vegetation) some of the area, as well as maintaining the riparian buffer of the lake, will help to maintain water quality of Lake Rerewhakaaitu. The model predicted that a future warmer climate would likely increase the duration of temperature stratification in the water column, leading to more deoxygenation of bottom waters and a decline in water quality. Offsetting this with maintaining and enhancing vegetation in the riparian area and hydrologically effective catchment may help to offset these effects.

year: 2020

title: Voices of the land: Richard Nunns in conversation with Martin Lodge

authors: Nunns, Richard

abstract: Richard Nunns in conversation with Martin Lodge

text: Voices of the land: Richard Nunns in conversation with Martin Lodge Richard Nunns in conversation with Martin Lodge

year: 2008