Literacy problems at Chch Polytechnic

Press, 10 November 1981, Page 1

Literacy problems at Chch Polytechnic

Severe reading problems are common among firstyear apprentices and pretrade trainees at Christchurch Polytechnic, according to a research survey. The survey was done after tutors noticed that some students could not. cope with the theoretical side of their courses. A three-month study of six apprentice and pre-trade trainee groups found that 15 per cent of the students lacked basic reading, comprehension, or spelling skills. Such problems also resulted in 20 per cent of the students making unsatisfactory progress.

Mrs Rose Marriott, a researcher engaged under’ the Labour Department’s Project Employment Programme, said that it was the first survey of language problems at a tertiary institution in New Zealand. “It certainly shows there is a problem there and that something should be done about it,” she said. The language problems meant that students were failing theoretical examinations and were not coping with the intensive block courses which many apprentices have to complete before qualifying. Mrs Marriott said that

some students whose practical work was outstanding were failing because of their inability to read, write, or do basic arithmetic. The rigidly structured courses which apprentices and pre-trade trainees had to take made no allowances for those with language problems. she said. The polytechnic’s director, Mr J. D. A. Hercus, said the survey had national implications. “Their conclusions are all valid and I think it does point out a major problem, not only here, but at all other polytechnics,” he said. The survey used a random

sample of 118 students doing block and full-time courses in chef and catering, hairdressing, fitting and turning, automotive engineering, and bread and cake baking. Mrs Marriott emphasised that those courses were chosen for convenience only. She found that one-third of the students were either unaware of, or did not know how to use, the basic conventions of the written language. More than half the students failed' to reach the pass mark on a silent reading test.

An automotive engineering apprentice would find it difficult or impossible to understand a technical manual with that sort of problem, she said.

Mr Hercus said the survey had to be looked at as a pilot study, and the polytechnic would apply to the Education Department, the Educational Research Council, and the University of Canterbury for funds to continue research.

Surveys using a larger sample would be conducted, and they would have to be conducted at other polytechnics, he said. The survey recommended that a “roving tutor” be employed to work with students with language problems.

It also recommended that extra time be made available for remedial work and revision of theory. Mrs Marriott said that tutors at the Otago and Wellington Polytechnics were interested in repeating the tests used in the survey.

Mr Hercus said part of the problem lay in the rigid course structures laid down by the Trades Certification Board in Wellington, which did not allow tutors to spend time with pupils with language problems. There .was no room for remedial classes for problem students, or advanced classes for gifted students.

“I would like to see some liberalisation of the curricula,” he said. “That would be a great advance.”