Abstract
| Language | English |
|---|---|
| Pages | 455-472 |
| Number of pages | 18 |
| Journal | Research in Post-Compulsory Education |
| Volume | 15 |
| Issue number | 4 |
| DOIs | |
| Status | Published - Dec 2010 |
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Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction. / Wilkins, Stephen; Martin, Susan; Walker, Ian.
In: Research in Post-Compulsory Education, Vol. 15, No. 4, 12.2010, p. 455-472.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction
AU - Wilkins, Stephen
AU - Martin, Susan
AU - Walker, Ian
PY - 2010/12
Y1 - 2010/12
N2 - This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated programmes were obtained over a four-year period. Inferential analysis was carried out using pairwise Z-tests to compare the proportion of students achieving grade C or better on each course. A sample of 89 students completed a written questionnaire, which was used to examine their attitudes and opinions of accelerated and non-accelerated teaching and learning. It was found that students on accelerated programmes who had taken Business Studies at GCSE or who achieved an A* or A grade in English or Maths at GCSE were more likely to get a grade of C or above at A level compared to students on the standard two-year programme. The results of this study suggest that further research is needed to assess whether more students could be successful on accelerated A level courses, or similar post-compulsory courses internationally.
AB - This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated programmes were obtained over a four-year period. Inferential analysis was carried out using pairwise Z-tests to compare the proportion of students achieving grade C or better on each course. A sample of 89 students completed a written questionnaire, which was used to examine their attitudes and opinions of accelerated and non-accelerated teaching and learning. It was found that students on accelerated programmes who had taken Business Studies at GCSE or who achieved an A* or A grade in English or Maths at GCSE were more likely to get a grade of C or above at A level compared to students on the standard two-year programme. The results of this study suggest that further research is needed to assess whether more students could be successful on accelerated A level courses, or similar post-compulsory courses internationally.
UR - http://www.scopus.com/inward/record.url?scp=78650329213&partnerID=8YFLogxK
UR - http://dx.doi.org/10.1080/13596748.2010.526807
U2 - 10.1080/13596748.2010.526807
DO - 10.1080/13596748.2010.526807
M3 - Article
VL - 15
SP - 455
EP - 472
JO - Research in Post-Compulsory Education
T2 - Research in Post-Compulsory Education
JF - Research in Post-Compulsory Education
SN - 1359-6748
IS - 4
ER -