From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...

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From Leaving Certificate to Leaving School
7.2.2 Student Perceptions of Teaching
Marked differences are found across programmes in the kinds of teaching
methods adopted by teachers in both fifth and sixth year. LCA classrooms
are characterised by an emphasis on group-work and project-work
and greater interaction with teachers and classmates. In contrast, sixth
year LCE/LCVP classrooms are characterised by more teacher-led instruction,
an emphasis on ‘practising’ past exam papers, and the importance
of homework. There is evidence that teachers not only adapt the
methods used to the programme being taught but also to the group of
students in the school. More active teaching methods, including the use
of ICT, students giving presentations and the use of project-work, are
more prevalent in working-class schools and in boys’ schools. This is
consistent with findings from other national contexts which indicate a
greater use of didactic methods with higher-achieving and female students
and more constructivist approaches being more commonly used
with male and low-achieving students (Smerdon et al., 1999).
Sixth year students expressed very clear views about what constitutes
good teaching: they wanted teachers who came prepared to class, and
who were patient and willing to explain things clearly, using other approaches
if students did not understand initially. These features are
highly consistent with student accounts from a range of international
studies (see, for example, Noguera, 2007; Osler, 2010). In keeping with
the views they expressed during junior cycle (Smyth et al., 2007), students
generally favoured more active learning approaches and lessons
which were ‘fun’ and relevant to their lives. Again, sixth year students’
views are in keeping with those presented in a range of international
studies which highlight the way in which young people favour experiential
learning (EPPI, 2005; Gorard and See, 2010; Lumby, 2010).
A new dimension evident in our research, however, was the emerging
instrumentality of certain groups of students. Very little attention has
been paid internationally to the impact of ‘high stakes’ exams, like the
Leaving Certificate, on student perspectives on learning (see Chapter
One). Our research shows that the looming presence of the Leaving Certificate
exam shapes student views on what helps them to learn, particularly
for young people who aspire to the high ‘points’ needed for their
preferred higher education course. This group of students are found to