Student Views of Failure Factors and Recommendations for Enhancing Success in Secondary Science and Mathematics

Author(s):

Joseph ConboyJesuina Fonseca

Conference:

ECER 2009

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 09 C, Teachers' and Students' Views and Perceptions of Educational Quality Assurance

Paper Session

Time:

2009-09-30

10:30-12:00

Room:

HG, HS 48

Chair:

Antonio Medina

Contribution

High rates of failure in secondary level science classes are a problem worldwide. Effective teaching and efficient management of schools imply the creation of environments for maximizing learning success, which in turn requires information as to the causes of failure. One frequently overlooked approach to understanding failure and to improving academic success is the simple technique of listening to the students. Students are uniquely positioned to understand the nature of school problems, and their perceptions can be useful in forming solutions to problems of academic failure and school leaving. In this presentation, we analyze the perceptions of the factors of academic failure among grade-ten, science-tracked students. Students from eight schools in southern Portugal (N=346) participated in the study. They were asked to rate a series of predefined, literature-based factors with regards to their perceived importance in academic failure in science disciplines in the 10th grade. In this presentation we also analyze student recommendations offered as a way to deal with the situation of failure. Four open response questions asked for suggestions as to how to improve success in general and in the sciences. The questions solicited responses in terms of actions that should be taken both by schools and by teachers. We asked students what schools and teachers could do to improve success in the 10th grade in general, and specifically in Mathematics and Physics/Chemistry. We discuss student identified factors and recommendations. We reflect upon the role and meaning of recommendations. And finally, we identify future areas of needed research which emerge from our study findings and reflections.

Method

Students from eight schools in southern Portugal (N=346) participated in the study. They were asked to respond to a questionnaire that was prepared based on the literature review. As part of this, they were asked to rate a series of predefined, literature-based factors with regards to their perceived importance in academic failure in science disciplines in the 10th grade. The same questionnaire included four open response questions asking for suggestions as to how to improve success in general and in the sciences. The questions solicited responses in terms of actions that should be taken both by schools and by teachers. We asked students what schools and teachers could do to improve success in the 10th grade in general, and specifically in Mathematics and Physics/Chemistry.

Expected Outcomes

The major factors of failure, according to students, are quality of teaching and previous student preparation. One third of the students did not think that secondary science education prepared them for life in a scientific-technological society. Content analysis revealed specific dimensions of student recommendations with regard to teachers, including (a) teacher strategies, (b) teacher affect and (c) curriculum. In relation to schools, five general areas emerged: (a) school organization and management; (b) teachers in school; (c) interactions in the classroom; (d) curriculum; and (e) equipment and other conditions.

References

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Author Information

Joseph Conboy

Faculdade de Ciências, at the University of Lisbon, Portugal

Centro de Investigação em Educação (C.I. E.)

Lisboa

174

Jesuina Fonseca

Fundacao da FCUL, VAT NO 503183504

CIE