Significance refers to pedagogy that helps students see connections between their learning and prior knowledge, assisting students in understanding that their learning matters. Learning is therefore made meaningful as students can see the importance of their work in contexts beyond the classroom, and the ways in which their learning and knowledge can be applied (NSW DET, 2003).
Gender
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Gender stereotyping within the learning environment has a considerable impact on the significance students place on certain subjects as well as their motivation to complete tasks. “Sex differences in achievement motivation are linked to the type of task. Boys perceive themselves as more competent and have higher expectancies of success in ‘masculine’ achievement areas” (Berk, 2006, p.544), which is likely to result in boys placing more significance on sport, mathematics and science. Maths, for example is often viewed as a ‘masculine’ subject, with many parents thinking that boys are better at it (Verenikina, Vialle & Lysaght, 2011).
Teachers likewise may unintentionally place significance on boys’ capabilities in certain subject areas such as mathematics. This attitude “encourages girls to view themselves as having to work harder at math to do well, to blame their errors on lack of ability, and to regard math as less useful for their future lives. These beliefs, in turn, reduce girls’ interest in math and their willingness to consider math or science-related careers” later on (Berk, 2006, p.547). Teachers should ensure that all students are encouraged to participate in a range of subjects, and that gender stereotyping in relation to subject areas is reduced.
Academic Outcomes
In order to contextualise new learning and ensure that work is meaningful for students, teachers need to access students’ background knowledge and understandings. “Teachers must use their understanding of students’ backgrounds to plan learning experiences that build on existing knowledge … to ensure that new learning is significant to their lives” (Hinde-McLeod & Reynolds, 2007, p.63). The separate discipline areas or ‘key learning areas’ in the primary years, do not support a meaningful and real-world representation of knowledge. However in the upper-primary classroom, where the focus is learner-centred and employs an integrated curriculum, students tend to be engaged in higher-quality pedagogy (Churchill et al., 2011).
Teachers need to ensure that classroom tasks are significant to students as this has implications for the development of students’ academic abilities. As students realise that their work is meaningful and relevant to their own lives, this provokes interest and greater engagement with the tasks at hand, and a willingness to perform to their fullest potential. The forming of relationships between teachers and students provides teachers with opportunities to understand and connect with students’ interests, preferences, opinions, cultures and emotions, and plan for this in their teaching (Churchill et al., 2011).
Student Behaviour
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The behaviour displayed by students within the learning environment is influenced by many variables including the ‘perceived value’ of their work. The perceived importance of learning or the way in which students will later make use of what they learn, ultimately has an effect on student behaviour. Learners tend to show little interest in activities they do not value, as the activities may not build on their background knowledge, or may fail to demonstrate links with other key learning areas (Schunk & Zimmerman, 1997). This may in turn contribute to the development of “non-disruptive off task behaviour” (Porter, 2007, p.39) or ‘disruptive behaviour’ within the classroom setting, in turn impacting on both the class teacher as well as other students.
When students however “hold positive outcome expectations, and value what they are learning, self-efficacy is assumed to exert an important effect on the instigation, direction, and persistence of achievement behaviour” (Schunk & Zimmerman, 1997, p.198). Supportive relationships with their teachers, also encourage students to try harder and persevere when presented with challenges (Hughes & Chen, 2011). It is important that teachers assist students in developing these positive outcome expectations, encouraging learners to realise that their work is meaningful, valuable and relevant to their lives.