Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction

Autor/inn/en	Wilkins, Stephen; Martin, Susan; Walker, Ian
Titel	Exploring the Impacts of Accelerated Delivery on Student Learning, Achievement and Satisfaction
Quelle	In: Research in Post-Compulsory Education, 15 (2010) 4, S.455-472 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-6748
Schlagwörter	College Students; Academic Achievement; Foreign Countries; Case Studies; Acceleration (Education); Inferences; Data Analysis; Grades (Scholastic); Questionnaires; Student Attitudes; Educational Methods; Business Education; Mathematics Education; English Instruction; Postsecondary Education; United Kingdom + Suchen Sie Ihr Suchwort? Collegestudent; Schulleistung; Ausland; Case study; Fallstudie; Case Study; Acceleration; Beschleunigung; Inference; Inferenz; Auswertung; Notenspiegel; Fragebogen; Schülerverhalten; Educational method; Erziehungsmethode; Wirtschaftserziehung; Wirtschaftspädagogik; Mathematische Bildung; English langauage lessons; Englischunterricht; Post-secondary education; Tertiäre Bildung; Großbritannien
Abstract	This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth-form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated programmes were obtained over a four-year period. Inferential analysis was carried out using pairwise Z-tests to compare the proportion of students achieving grade C or better on each course. A sample of 89 students completed a written questionnaire, which was used to examine their attitudes and opinions of accelerated and non-accelerated teaching and learning. It was found that students on accelerated programmes who had taken Business Studies at GCSE or who achieved an A* or A grade in English or Maths at GCSE were more likely to get a grade of C or above at A level compared to students on the standard two-year programme. The results of this study suggest that further research is needed to assess whether more students could be successful on accelerated A level courses, or similar post-compulsory courses internationally. (Contains 5 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10