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The Impact of Primary Education on Learning Strategies and Motivation Through Different Educational Stages

This reflection explores how formative experiences in primary education, such as repetition of information, social constructivism, and strong relationships with educators, have shaped learning strategies that carry into tertiary studies. It highlights the importance of engaging learning environments and activities that foster motivation and a sense of belonging. In contrast, the lack of these elements in high school led to decreased motivation. The acquisition of diverse learning strategies during primary education has proven crucial in developing metacognitive awareness and effective study habits for later learning.

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The Impact of Primary Education on Learning Strategies and Motivation Through Different Educational Stages

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  1. Primary • Huge involvement of repetition of informatione.g. alphabet. Repetition/rehearsal is a learning strategy that makes it easier to remember the information (Schunk, 2012) • Was very social constructive based e.g. seating plan with people that the teacher knows you work well with, buddies • External cues to motivate e.g. pen license, certificate, praise, points etc. • Lessons relating to experiences that I have had • Strong relationship with teachers, principals, peers, school. Therefore sense of belonging to environment • Visual displays in the classroom • Heaps of ‘hands on’ learning • Guided by teacher, scaffold

  2. Intermediate • Time spent in beginning of the year to build relationship with class e.g. team games • Motivation to learn e.g. moving up to a higher level in spelling • Broad in subject with specialty teachers e.g. food technology, dance and drama, arts, textiles etc. however had the form teacher teach the core subjects (reading, writing, mathematics, and physical education • Assessments in an enjoyable way, don’t realise its an assessment as it is fun to do e.g. making a poster, book, family tree, food design • No pressure to achieve at a high standard • Visual displays

  3. High School • In high school, I was unmotivated to learn. There was limited relationship with the teacher and students, as there were different teachers to teach the different subjects • Delivery of school values made unclear therefore taking responsibility of own learning deteriorated • Teachers made little effort to build relationship • Teacher stands in front of class and teaches, no social construction, seating individual or in peers • Activities on paper, textbook, whiteboard • The purpose of the learning were unclear • Distractions in the class e.g. noise level, discussions unrelated to learning, texting, lighting • Punishment for lateness, absence, misbehaviour and very hard to get praise as expectations were very high, however no punishment for not handing in homework

  4. Tertiary • Involvement of social construction unlike other tertiaries • Learning objectives made clear • Clear scaffold • Different learning approaches Strategies learnt during the primary years were very important to build how I learn now, my metacognitive awareness (Duchesne, McMaugh, Bochner, & Krause, 2013). For example, I would use repetition of reading the textbook or listening to lectures so that I am able to remember the information. These skills that I have learnt and the motivation that I had in the primary years has helped me to carry out my learning further to tertiary study. The experiences that I have had has contributed to how I process information now, as I was able to explore the different strategies to find the ones that I felt comfortable with. Without experiencing the different strategies and approaches that I had in the classroom, it would have been difficult to carry out my study.

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