Sharing Student Projects

There are a variety of factors that play an influential role when a student decides on what subjects to study at GCSE level. Based on the existing literature, the main factors are whether a student finds a subject interesting, the perceived usefulness of a subject to future educational and professional goals, and the influence of parents and teachers. This case study aimed to examine whether these factors were relevant to the year 9 cohort in my school through the implementation of various data collection methods. These included a pupil voice survey, focus group interview and interviews with key stakeholders to assess the perceptions students have of geography and the factors that influence the GCSE subject options process. Additionally, data was collected on whether students believe senior leadership decision-making in their school has restricted their educational and professional aspirations. The findings of the case study indicate that the way geography is taught is the most important factor in generating a positive perception of the subject (56.5% of students agreed). Finding a subject interesting was the most influential factor in why students chose to study geography at GCSE level whilst responses from focus group participants indicated that a key reason was that geography is ‘easier to understand than history’. Whilst data from the pupil voice survey suggested that teachers and parents were influential in a student’s decision-making process, comments during the focus group interview highlighted the influence of peers, an area that has limited existing literature. For the most part, students agreed that senior leadership decision-making had a minor impact on their choices process with many agreeing that subject options process was fair (40.5% of students agreed). However, during the staff interviews both the head of geography and history highlighted how curriculum restraints had hindered their ability to foster interest in their respective subjects. Ultimately, subject teachers hold a significant degree of responsibility in this regard. Given the importance of pedagogy in influencing subject choice, teachers need more autonomy to plan and teach a curriculum that encourages students to continue their studies at GSCE level, A-Level and beyond.

I have chosen to present my findings to the maths department and Senior Leadership Team (SLT) at School X in West Cumbria, because this is where the research took place and because this is where I feel the greatest impact will be made. The maths department will benefit from my research because I investigated strategies for boosting confidence and enjoyment in maths specifically, and although the research was focused on one class and as a result the ideas expressed by the students therein will differ from those in other classes, the principles employed throughout my research were literature-based and are applicable to all maths classrooms; principles I believe are worth using in classes across the department. I have chosen also to present my research to the SLT at school X because of the school-wide focus on having more pupils achieve grades 7 and above in their subjects. My research has focused on a class in which some students are aiming to attain a grade 7 in maths, so the strategies that have benefitted them may also benefit students in similar positions across subjects. For example, using student voice to understand pupils’ interests and involve them in the planning process is something that will be helpful in many classrooms. Performance in maths within School X is not low, but there is always room for improvement. Hence there is a need for implementing strategies or interventions to try to boost pupils’ attainment where possible. Given that my research suggests that there is a link between students’ attitudes to maths, their confidence in maths and their performance, it is important that we try to promote strategies which address issues with attitudes and confidence in order to improve performance. I have been able to try out different strategies over the course of five lessons, which included a range of topics, to try to determine which strategies are effective in building students’ confidence and improving attitudes to maths by boosting enjoyment. The questionnaires and group interviews allowed me to see which of these strategies, and others, have a positive effect on students. There was not a consensus among the students as to which strategy was the best, but this points to why my research will be useful for the department – different students enjoy different approaches, but there are some which are popular amongst large portions. It is therefore useful for the department to know which strategies they may wish to introduce more frequently and how they can do so. For example, having observed other maths lessons and discussed experiences with colleagues, it is clear that pupils do not get the chance to collaborate very often, despite this being something that my students – and possibly students in other classes – place great value on. Some members of the SLT have taken an interest in my research – specifically the Headteacher and the Assistant Head responsible for Teaching and Learning, who has also been my ECT tutor for two years and in charge of my training for one year before that. It is therefore important that I share the results of my study with them to inform them of my progress, but also so that I can provide recommendations that they may wish to take forward into the teaching side of things at school. While my research has been based in the maths classroom, collaboration, students’ interests and student voice are part of many classrooms, and the value that students have placed on these things may inform curriculum planning going forward. The school wants learners who are engaged, positive about their learning, and performing well, and I hope that the strategies that I have identified, while already employed across many classrooms, can continue to encourage this kind of environment for pupils across the school.