Incentivising Student Enrolments in Secondary Mathematics Courses: Is a 10% Bonus Enough?

Autor/in	Hine, Gregory
Titel	Incentivising Student Enrolments in Secondary Mathematics Courses: Is a 10% Bonus Enough?
Quelle	In: International Journal of Mathematical Education in Science and Technology, 54 (2023) 8, S.1581-1597 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hine, Gregory)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2023.2177895
Schlagwörter	Incentives; Enrollment; Secondary School Students; Mathematics Education; Foreign Countries; Student Attitudes; Student Recruitment; Grade 11; Grade 12; Catholic Schools; Private Schools; Public Schools; Australia + Suchen Sie Ihr Suchwort? Anreiz; Einschulung; Sekundarschüler; Mathematische Bildung; Ausland; Schülerverhalten; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Katholische Schule; Private school; Privatschule; Public school; Öffentliche Schule; Australien
Abstract	This replicated research project [see Hine, G. S. C. (2019). Reasons why I didn't enrol in a higher-level mathematics course: Listening to the voice of Australian senior secondary students. "Research in Mathematics Education," 21(3), 295-313. https://doi.org/10.1080/14794802.2019.15999982019] explored the reasons why senior secondary (i.e. Year 11 and Year 12) students elected not to enrol in a higher-level mathematics course. For this project, all senior secondary Australian Tertiary Admissions Ranking (ATAR) students within Western Australian schools (aged 17-18 years) were invited to participate in an anonymous, online survey comprised predominantly of qualitative items. The researcher analysed 1633 ATAR students' perspectives of enrolments in mathematics courses, according to a symbolic interactionist paradigm. Reasons included the extent to which students feel higher-level courses are too challenging, time-consuming, not required for university nor future life, and requiring more effort and stress to complete than lower-level mathematics courses. Especially outlined is the extent to which participants feel a 10% bonus is a sufficient incentive to increase higher-level course enrolments, an extension of the original project. Participants indicated a range of responses either supporting or opposing this incentive. While approximately 47% of participants agree that the incentive is sufficient, a small proportion of these supporters offer their agreement conditionally. Within the proportion asserting the incentive is insufficient, a majority of participants suggested that a higher percentage bonus should be offered to students enrolled in Mathematics Specialist. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01