The learning experience of learners with a set of interactive patterns dominated by the technical reasoning pattern. A case study of six year five pupils at two primary state schools

Abstract

This study aims to identify the experiences of technical learners in schools and classrooms. Students whose Learning Combination Inventory (LCI) shows that their learning combination is dominated by the technical reasoning pattern find it hard to fit into the world of schooling and are thus at risk of failure. This research suggests that failure may be caused by lack of understanding and lack of awareness of learning patterns. Six technical learners are selected from a sample of 222 Year 5 pupils in two primary state schools. Qualitative data is gathered from observing these learners in schools and from interviewing the learners, their parents and respective teachers. Profiles of the six technical learners are built, portraying their experiences at school, together with the teachers' and parents' perceptions of these students. The identification of the various problems that technical learners are facing follows, discussed together with their determining agents and possible recommendations. It is finally concluded that intervention is indispensable to ameliorate the learning experiences of technical learners and to avoid failure. The implementation of the Let Me Learn process is strongly recommended.