Saili Mo Le Lumana'i: Research on Samoan Students’ Learning Perspectives and the Impact on their Achievement

Abstract

This paper discusses the findings of a collaborative research project between the National University of Samoa (NUS) and Unitec New Zealand, which examined the concept of 'Samoan pedagogy' and the learning processes of Samoan students. The study is based on the experiences of 24 Samoan students (Samoan and New Zealand born) who had been studying for education qualifications. It concludes that Samoan students learn in a variety of diverse ways, and that there are no differences between Island born and New Zealand born Samoans, other than in the use of the English language. This study also emphasises the significant roles of families (socialisation) and lecturers, and the impact on achievement at tertiary level. learning strategies: the preoccupation with copying from the blackboard and textbook, noting the teacher's words, the lack of classroom discussion, the inability of students to raise questions, and assumed lack of individual competitiveness and the huge emphasis on respecting the authority of the teacher. It was of interest to see if these same learning strategies are still being utilised by Samoan students. Pasifika pedagogy has become widely researched by Manu'atu (2000), Taufe'ulungaki (2000) and Thaman (1995, 1997). Pasifika pedagogy is defined as "an integration of teaching and learning methods that are informed by and validate Pacific values, world views, knowledge and experience" (Koloto et al., 2006: 4). Samoan pedagogy can be defined by looking at two Samoan terms: soalaupule and matalalaga. The latter refers to the art of weaving the fine mat (ie toga) which is a highly 151 alternative Special Edition / Special Issue 2008 prized and distinctive traditional treasure. This art is a skill that is developed from an early age and encouraged throughout the life of a Samoan girl/woman. In terms of pedagogy, matalalaga highlights the importance of, and the preference for, practical activities. Soalaupule is a complex process involved in reaching or making decisions within Samoan families. The end result should be a consensus and, therefore, the process although lengthy encourages a high degree of interpersonal and problem solving skills. The inclination towards students enjoying group work and collaborative activities supports this cultural aspect. A vital point to remember here is the importance of language. The use of higher cognitive thinking skills, as is required in this activity/process, requires fluency and competency in the language being used. The significance of the language is highlighted in this research; students' Samoan language responses are not translated into English.

An Investigation of Samoan Student Experiences in Two Homework Study Groups in Melbourne

“…Discussions and interviews with participants indicated that they needed further demonstration and assistance with understanding texts, essay writing, and language analysis. Similar to a previous study of Samoan student learning experiences in Samoa and New Zealand (Utumapu-McBride et al 2008), participants from the Melbourne Homework Study Groups preferred practical activities and demonstrations of how to write for an audience. In designing the approach to undertaking research with participants, Pacific methodology was used to formulate pedagogy that enhanced learning and understanding with participants.…”

Students’ Perceptions of higher education in Sāmoa: Finagalo fa’aalia o alo ma fanau a’oa’oina ile Iunivesetē Aoao o Sāmoa

“…Utumapu- McBride et al (2008) urges the education system, on its ability to nurture and help students so they can succeed regardless of the system. Those who did do well had access to good teachers, relevant resources, supportive environment and language was not a barrier.…”

“…Revisiting Utumapu-McBride et al (2008) and Tuia ( 2108) their studies focused on NUS students from the Faculty of Education. A key finding was the critique of the lecturers which was a prominent voice from the students.…”

“…And for those who did not live with their immediate families, they tried to finish studying early to save the electricity at night. Forces and influences that made it possible for students to study were sponsorships (Utumapu-McBride et al, 2008). Although higher education in Sāmoa opened new learning opportunities and exposure, the students in Sāmoa did not cope well with its setting and structure.…”

“…It seems the pursuit of and participation in higher education for Pasifika students is related to the migrant dream. Many Sāmoans in this context share this dream for a better future for their include multiple obligations to family, employment, church and study hindered completion (Theodore et al, 2018;Utumapu-McBride et al, 2008;Petelo, 2003). However, these very same factors acted as motivation for some students which helped in their success (O'Regan, 2006, Tsutsumoto, 1998Penn, 2010).…”