Final-year School Research Articles

Student response to the TIMSS test

The Third International Mathematics and Science Study (TIMSS) involved 47 countries, thousands of students, and their teachers and schools. Included in the battery of tests and other instruments was a Student Questionnaire that was concerned with the personal and school contexts of the students in relation to their mathematics and science learning. Quite late in the planning of this very expensive study, it transpired that no country had considered gathering data on the students’ sense of the relevance of the science topics in the achievement tests, of their science learning, or, their metacognitive awareness of this learning. This paper reports one last minute attempt to collect these data from one group of student in Population 3—the students in the final year of schooling. Like many other aspects of TIMSS, the psychometric dominance in its design meant that this study was logistically very difficult, but some interesting findings are reported.

The typical Australian university mathematics student: Challenging myths and stereotypes?

Historically mathematics has been perceived as the domain of “white”, middle-class males. In contemporary Australia, more females than males complete 12 years of secondary schooling and a higher proportion of females than males is enrolled in university courses. Females, however, are less likely than males to study the most demanding mathematics courses offered in the final year of schooling and fewer enrol in engineering and science-related tertiary courses. In a recent study investigating the factors implicated in students' decisions to pursue tertiary level mathematics, biographical data and students' perceptions of their tertiary mathematics learning environments were gathered. A revealing profile of the backgrounds of students enrolled in mathematics courses at three metropolitan universities in Australia emerged. There were similarities and differences among the cohorts. Gender and ethnic differences, and differences by university attended emerged. Replicating previous findings, a higher proportion of males than females was found to be studying tertiary mathematics. Multiple indicators revealed that the socio-economic backgrounds of the cohorts differed. The data revealed that various generations of Australian migrants, representative of the nation's multicultural profile, were studying mathematics. Students were generally satisfied with many aspects of their learning environments. Yet, areas in which the learning environment might improve for the longer term benefit of all students were evident. The study suggests that tertiary level mathematics is no longer the exclusive preserve of Anglo (English speaking), middle-class, Australian males. That is not to say that previously identified inequities in mathematics and science have been overcome.

Erroneous ideas about respiration: The teacher factor

AbstractRecent research suggests that many South African pupils in their final year of schooling have erroneous ideas about various aspects of respiration (Sanders and Cramer, 1992). This study investigates teachers as a possible source of pupils' errors. The views of 136 biology teachers about respiration and related concepts were elicited by means of an analysis of how teachers marked an essay containing errors commonly found among year‐12 pupils. The teachers' responses suggest that many of them might well have erroneous ideas. These are reviewed in terms of four conceptual areas related to respiration. Finally the implications for teachers are discussed, and suggestions are made about possible ways to address the problem of erroneous ideas among teachers and pupils.

On our selection: predictors of medical school success.

To review predictors of academic success in one Australian medical students with predictors rated retrospectively. Success and involvement in academic and non-academic pursuits over the final two school years and at university, as well as study and external employment variables. Superior performance over the medical course was predicted by younger age and by being involved in debating in the final school year, immediate entry to the course, having English as a first language, completing school in Australia, having a higher Higher School Certificate (or equivalent) English score, as well as leadership responsibilities in the last year at school, with the first two variables remaining significant in a multiple regression analysis. English and communication skills were two of the five predictors of success for students who did not have English as their first language. For students who had English as their first language, the important predictors were younger age and having debated in the final high school year. These results, considered with some other recent reports, suggest that academic success in a medical course is predicted to a surprisingly high level by competence in English. Both the importance of communication skills to the practice of medicine, and their assessment in those seeking entry to medical schools, are considered.

Recruitment of Students to Universities of Technology in Finland

SUMMARY In Finland, the 1990s will mean that student selection for universities of technology will face two paradoxical problems. On the one had, large numbers of school leavers will be applying for admission to universities, while on the other, the recruitment base of some institutions of higher education will be getting narrower. The universities of technology and the faculties of science fall into this group. Traditionally, large numbers of highly gifted pupils have applied for places to read science and technology. The increasing demand for graduate engineers, however, means that the intake has been enlarged, while at the same time there are insufficient pupils leaving school with a high enough level of proficiency in mathematics and science. In order to solve the problem, those involved in university selection have had to consider ways of ensuring a gifted intake in the 1990s with sufficient and varied talents. First, the universities of technology are trying to influence the education system to increase the amount of science teaching in the final school years. Secondly, correct and positive information should be publicised on the possibilities technology has of solving the problems of people and the environment in order to encourage interest in the sciences. Thirdly, new recruitment channels should be created in order to exploit untapped reserves of talent for the benefit of technological studies. With this in mind, the interest of women in science should be particularly encouraged.

Personality type and occupational preference: Testing Holland's theory in the Caribbean

Holland's theory of career choice, which predicts a relationship between personality type and occupational preference and satisfaction, was tested in Dominica, a small and relatively underdeveloped Caribbean nation. Data from 101 14–16 year olds in their final year of schooling were consistent with Holland's ideas in some respects, but the close relationship observed between Social and Realistic categories contradicted theoretical predictions. Explanations for this finding, and wider implications for use of North American materials in Caribbean guidance and counselling programmes, are discussed.

Medical and social work student perceptions of deviant conditions: descriptive label, cause and help source.

The focus of this paper is on medical and social work student perceptions of the descriptive label, cause and treatment source for seven conditions; mental illness, mental subnormality, alcoholism, drug addiction, homosexuality, unmarried pregnancy and venereal disease. Responses to questionnaire items were examined to ascertain whether there were differentials by career choice (medicine and social work) and by class year (first and final year). The students indicated that the seven deviancies should be described as sick or handicapping conditions, that causes are social and psychological, and that treatment should be given by private and social sources. When reference to medical aspects of the conditions is made, the students select psychiatric rather than general medical options. Both medical and social work students tended to choose neutral, rather than negative and stigmatizing terms of reference for the conditions. While students in the different school years made similar response overall, multiple responses were much more frequent among those preparing for social work rather than medical careers and among students in their final year of schooling.