What are the challenges in progression, retention and achievement in A-level chemistry in Further Education colleges in England?

Asamoah, Samuel

Abstract

Choices made to study STEM subjects determine both the level of STEM skills in the population and the numbers of students with the necessary skills to continue studying STEM subjects at higher education. The aim of this research was to explore current issues around retention and achievement for A-level chemistry students in an FE college in England. Inherent in this focus was the significance of seeking out A-level chemistry students’ and teachers’ voices on the perspective of the challenges A-level chemistry students face.
An action research methodological approach was used to research specific school situation with the view to improve practice. Qualitative data was collected through semi-structured questionnaire and semi-structured interviews. Four main perceived challenges from the questionnaires analysis were used to plan three action research interventions. The semi-structured interviews data were analysed using thematic analysis. Major challenges that emerged across the analysis of the questionnaires and various interviews data to varying extents included heavy maths content, stress from numerous mathematical formulae, need for maths support sessions, inadequate information for choice of A-Level Chemistry and STEM career pathway, effects of type of GCSE science offered, respondents’ approach to learning, response strategy, insufficient practical experiments, and socio-economic status impact on some learners’ performance.
The research study and the literature reviewed confirmed that students who take combined science route at GCSE are disadvantaged at A-level as compared to students who take separate sciences (triple science). Having learnt the skills of using chemistry principles and concepts in answering questions, respondents were able to answer questions on time and gave detailed responses to questions when answering them than before the interventions. Implications for practice include: a provision of formulae booklet to reduce stress and load on working memory, maths support sessions to help students to develop sense of independence in learning and improvement in assessments. Socio-economic status impact on some respondents contributed to their inability to complete the two years. When addressed it could improve retention, progression and achievement in A-level chemistry. The learners’ voice about their teaching and learning motivate them academically. Provision of more information for choice of A-Level Chemistry and STEM career pathway is essential.

• Thesis Type: Thesis
• Deposit Date: Sep 15, 2023
• Publicly Available Date: Mar 7, 2024
• Public URL: https://uwe-repository.worktribe.com/output/11114094
• Award Date: Mar 7, 2024