This study commences with the assumption that action can be taken to lessen the
disruption to the mathematical progress of Year 11 students in the Australian Capital
Territory senior secondary colleges. If students are to perform their best in
mathematics they need their transition from high school to college to be as smooth as
possible. Nevertheless, many students change their mathematics enrolment soon after
commencing college.
The study relies particularly upon The Theory of Reasoned Action to determine
whether students have the intention both before and during the transition of performing
well in mathematics at college. Although this measure provides a predictor of the
intention, it does not necessarily follow that the conditions allow the student to comply
with the prediction.
Statistical instruments were also used - to determine whether students initially enrol in
appropriate courses and whether they perform as well in their first semester at college
as in Year 10. A small sample of students was interviewed to elicit whether there was
supporting evidence for some conclusions drawn from the results and the literature
survey.
Analyses of the predictor of intention indicate that during the transition period a very
high proportion of students intends to perform well in mathematics at college. Analysis
of the components of the measure pinpoints some small differences between high
schools.
The statistical analyses show that a significant proportion of students completes
Semester 1 in mathematics courses other than those of initial enrolment and that
performance by the Year 11 students correlates well with Year 10 performance.
Discussion centres around actions of intervention and their focus. Parents and
guardians are possible recipients of further information since the evidence suggests they
are the most influential advisers in the lives of this age group. College teachers are
possibly the best current providers of that information, although, high school teachers
and careers advisers could take a more prominent role following appropriate training.
Recommendations are made concerning the enrolment procedure and the beginning of
Year 11 routine. Other conclusions and recommendations concern action by classroom
teachers that could ensure more students succeed in the course of initial enrolment,
whether they are in the course most suited to their previous performance or are
attempting a more difficult course.
| Identifer | oai:union.ndltd.org:ADTP/218859 |
| Date | January 1995 |
| Creators | Coutts-Smith, Raymond J., n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Raymond J. Coutts-Smith |
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