Key Findings

Findings about learner engagement

• Overall, survey data indicated that both the trial groups and comparison groups increased their level of engagement.
• The increases were higher, however, in the initial two weeks of the programmes for those using the My Voice framework.
• The results suggested that My Voice enables engagement to occur at earlier levels of a course.

Findings about students

• Students comments gained through facilitated focus groups supported the quantitative data that showed the positive impact on student wellbeing and an associated increase in self-confidence.
• Students recognised that My Voice helped to provide a focus and purpose to the initial stages of their learning.
• Tutors were seen by students as motivators, someone who values their ideas and opinions, a coach, someone who knows how they think and what they can do to help them learn.

Findings about tutors

• Tutors (who were not shown the quantitative results) recognised faster engagement rates, an increase in motivation and students setting higher aspirations than when they first started their course.
• Tutors agreed that a strengths-based approach provided learners with an increased sense of pride, self-esteem and self-belief.
• It led to more positive tutor-student relationships, observed through a decline in behavioural problems issues and more focused and attentive students.

Key Recommendations

Further evaluation of the My Voice framework | Carry out further evaluation to determine how the framework contributes to sustained levels of engagement leading to learner achievement.