An Analysis of the Relative Demands of Advanced GNVQ Science and A‐Level Chemistry

Abstract

This is a study into the learning demands made upon the learner by the Advanced level General Certificate of Education (A‐level) in Chemistry and the Advanced level General National Vocational Qualification (GNVQ) in Science. These are defined as the teaching and learning styles, content and assessment methods associated with each course. The research method is an ethnographic case study of a group of pupils, enrolled on the above two courses, from a co‐educational sixth form of a secondary school in Wirral. The preferred learning styles and approaches to studying of the subjects are interpreted through means tested questionnaires and an attempt made to match these preferences with the demands of the two courses. The evidence provided is used to discuss the extent to which a comparison can be made between the learning outcomes of Advanced GNVQ and A‐level. The results found that the GNVQ course is the more conducive to a deep approach to learning and the preferential learning style of the majority of the GNVQ students is that of an Accommodator. The A‐level students displayed more varied preferential learning styles. The conclusion drawn from the study is that the GNVQ is more effective than A‐level at producing a higher quality of learning outcomes, although the syllabus does not cover as much as the A‐level. However, it is probably the influence of the course that induces a deep approach to learning rather than an orientation that the pupils have previously adopted.