From Leaving Certificate to Leaving School
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The Economic and Social Research Institute From LEAVING CERTIFICATE to LEAVING SCHOOL A Longitudinal Study of Sixth Year Students Emer Smyth, Joanne Banks and Emma Calvert The0B Economic and Social Research Institute The Economic Research Institute was founded in Dublin in 1960, with the assistance of a grant from the Ford Foundation of New York. In 1966 the remit of the Institute was expanded to include social research, resulting in the Institute being renamed The Economic and Social Research Institute (ESRI). In 2010 the Institute entered into a strategic research alliance with Trinity College Dublin, while retaining its status as an independent research institute. The ESRI is governed by an independent Council which acts as the board of the Institute with responsibility for guaranteeing its independence and integrity. The Institute’s research strategy is determined by the Council in association with the Director and staff. The research agenda seeks to contribute to three overarching and interconnected goals, namely, economic growth, social progress and environmental sustainability. The Institute’s research is disseminated through international and national peer reviewed journals and books, in reports and books published directly by the Institute itself and in the Institute’s working paper series. Researchers are responsible for the accuracy of their research. All ESRI books and reports are peer reviewed and these publications and the ESRI’s working papers can be downloaded from the ESRI website at www.esri.ie. The1B National Council for Curriculum and Assessment The National Council for Curriculum and Assessment (NCCA) is the statutory body that advises the Minister for Education and Skills on curriculum and assessment for early childhood, primary and post-primary education. The Council is a representative structure, the membership of which is determined by the Minister. FROM LEAVING CERTIFICATE TO LEAVING SCHOOL A Longitudinal Study of Sixth Year Students Emer Smyth Joanne Banks Emma Calvert The Liffey Press in association with The Economic and Social Research Institute Published by The Liffey Press Ashbrook House 10 Main Street Raheny, Dublin 5, Ireland www.theliffeypress.com © 2011 The Economic and Social Research Institute A catalogue record of this book is available from the British Library. ISBN 978-1-908308-10-8 All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying and recording, without written permission of the publisher. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Requests for permission should be directed to The Liffey Press, Ashbrook House, 10 Main Street, Dublin 5, Ireland. Printed in Ireland by Gemini International CONTENTS List of Tables and Figures....................................................................... ix Acknowledgements ................................................................................ xiii Executive Summary .................................................................................xv 1. Introduction ....................................................................................... 1 1.1 Introduction .................................................................................. 1 1.2 Research on Student Experiences in Upper Secondary Education ..................................................................................... 4 1.2.1 High Stakes Testing............................................................. 5 1.2.2 Decision-making in the Final Year of School ..................... 8 1.2.3 Characteristics of the Case-study Schools........................ 13 1.3 Methodology .............................................................................. 11 1.3.1 A Mixed Methods Approach.............................................. 11 1.3.2 Characteristics of the Case-study Schools........................ 13 1.4 Chapter Outline ......................................................................... 18 2. Curriculum, Teaching and Learning............................................. 20 2.1 Introduction ................................................................................ 20 2.2 Perceptions of Leaving Certificate Programmes and Subjects ...................................................................................... 20 2.2.1 Views on the Leaving Certificate Programmes................. 21 2.2.2 Views on Leaving Certificate Subjects.............................. 23 2.3 Take-up of Subject Levels ......................................................... 29 2.3.1 Choice of Subject Level in Maths...................................... 38 2.4 Teaching and Learning............................................................... 42 2.4.1 Teaching Methods ............................................................. 42 2.4.2 Pace of Instruction ............................................................ 45 vi From Leaving Certificate to Leaving School 2.4.3 The ‘Mock’ Exams............................................................. 46 2.4.4 Private Tuition .................................................................. 49 2.4.5 Teaching and Learning in a High Stakes Environment .... 54 2.5 Student-Teacher Relations ......................................................... 59 2.6 Conclusions ................................................................................ 68 3. Academic Stress and the Leaving Certificate ............................... 71 3.1 Introduction ................................................................................ 71 3.2 Student Workload: Schoolwork, Homework and Studying ....... 71 3.3 Stress Among Sixth Year Students............................................. 77 3.3.1 Drivers of Stress................................................................ 82 3.4 Conclusions ................................................................................ 94 4. Leaving Certificate Exam Performance......................................... 96 4.1 Introduction ................................................................................ 96 4.2 Examination Results in Context................................................. 97 4.3 Leaving Certificate Performance: A Longitudinal Analysis .... 108 4.4 Factors Influencing Leaving Certificate Exam Performance ... 117 4.5 Conclusions .............................................................................. 129 5. Guidance and Decision-Making in Sixth Year............................ 132 5.1 Introduction .............................................................................. 132 5.2 Career Guidance in the School................................................. 133 5.2.1 Career Guidance Classes................................................ 134 Provision of Information.................................................... 134 Aptitude Testing................................................................. 138 Guests or Visiting Speakers ............................................... 139 Open Days.......................................................................... 141 5.2.2 One-to-one Guidance Counselling Sessions ................... 144 5.2.3 Limitations on Guidance Provision................................. 148 The Amount and Timing of Guidance ............................... 149 Views on the Content of Guidance Classes ....................... 151 Teacher Expectations and Guidance Provision.................. 154 Lack of Time...................................................................... 157 5.3 Other Influences on Decision-Making ..................................... 160 5.3.1 Family ............................................................................. 161 5.3.2 Favourite Subjects........................................................... 164 Contents vii 5.3.3 Always Wanted to Do It................................................... 165 5.3.4 Work Experience ............................................................. 167 5.3.5 Getting Enough Points .................................................... 168 5.3.6 Getting into the Right College......................................... 169 5.4 Conclusions .............................................................................. 174 6. Looking Back, Moving Forward .................................................. 177 6.1 Introduction .............................................................................. 177 6.2 Reflections on Second-Level Education .................................. 177 6.2.1 Making Friends ............................................................... 180 6.2.2 Getting an Education ...................................................... 184 6.2.3 Preparation for Adult Life............................................... 185 6.3 Perceived Gaps in Second-Level Education............................. 187 6.3.1 Work Experience ............................................................. 187 6.3.2 A Broader Curriculum .................................................... 189 6.3.3 Preparation for College .................................................. 190 6.3.4 Preparation for Adult Life............................................... 191 6.4 Moving Forward: Plans for the Future ..................................... 192 6.4.1 Middle-class Schools....................................................... 199 6.4.2 Schools with a Socially Mixed Intake.............................. 202 6.4.3 Working-class