This study aimed to understand the perceptions of students 3rd cycle of basic education about the aspects that facilitate and hinder their learning. The knowledge of students´ perceptions about their learning allows for improvement of learning processes. This study follows a qualitative methodology. Five focus groups were conducted, with a semi-structured script, in five different schools, with students from 7th, 8th and 9th grades. The selection of participants was random and ethical issues were considered. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers for learning; the importance of students´ action in the classroom versus passivity; the relevance of emotional and relational dimension to enhance students’ engagement, and learning self-regulation strategies. For practitioners, the results of this suggest working with teachers and students to address the conceptions of both learning and the importance of meeting relational and emotional dimensions to enhance student engagement. Future research may seek to understand student´s perceptions towards learning across schooling years.
|Qualification||Master of Science|
|Award date||7 Oct 2015|
|Publication status||Published - 2015|
- Students' perceptions
- Focus group
- Active learning
- Student engagement