A study of the attitudes toward achieving above a grade C amongst higher tier mathematics students
Abstract This study takes place in a large, mixed, 11-18 faith school in the East Midlands. Within this institution there has been a perceived emergence of a culture of low aspirations amongst higher tier GGCSE mathematics students in recent years. Teachers reported that many students were...
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| Format: | Dissertation (University of Nottingham only) |
| Language: | English |
| Published: |
2014
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| Online Access: | https://eprints.nottingham.ac.uk/28086/ |
| Summary: | Abstract
This study takes place in a large, mixed, 11-18 faith school in the East Midlands. Within this
institution there has been a perceived emergence of a culture of low aspirations amongst
higher tier GGCSE mathematics students in recent years. Teachers reported that many
students were happy to aim for a grade C regardless of having targets and being capable of
grades higher than this.
The aim of the study was to explore these attitudes and to identify any commonalities in
underlying reasons for the attitudes displayed. After reviewing current literature on the topic
themes of understanding vs attainment, confidence vs challenge, enjoyment vs obligation and
use value vs exchange value were identified as being key and informed the design of
questionnaires given to 106 students in year 10 studying for higher tier mathematics GCSE.
The mixed method research style combined the quantitative results of these questionnaires
with semi structured interviews with a small group of students selected by their responses.
Results showed that the reported low aspirations were much less widespread than initially
thought and student aims had in general risen throughout the year. Regardless of this links
were found between certain feelings toward mathematics and having lower expectations of
themselves, most notably non-enjoyment of the subject indicating lower aspirations for
achievement. |
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