From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...
From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...
From Leaving CertiFiCate to Leaving SChooL a Longitudinal Study ...
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42<br />
<strong>From</strong> <strong>Leaving</strong> Certificate <strong>to</strong> <strong>Leaving</strong> School<br />
In other schools, the selection of subject levels involved consultation<br />
with teachers and, in some instances, parents. In Fig Lane, a form was<br />
sent out <strong>to</strong> the family and students ‘talked <strong>to</strong> parents and teachers’ (Fig<br />
Lane, middle-class coed school). For other students, the Maths teacher<br />
played a role in providing advice which students were happy <strong>to</strong> accept:<br />
If they didn’t think you could do it they’d always advise you not <strong>to</strong><br />
do it. Even when I was in honours, like the teacher advised me that I<br />
should go down <strong>to</strong> pass but I knew that anyway so I just <strong>to</strong>ok the advice<br />
and went down <strong>to</strong> pass … I just realized there wasn’t much<br />
point myself, it was a weak point, Maths, for me. (Park Street, boys’<br />
school, mixed intake)<br />
Chapter Four will provide further discussion and evidence on the take-up<br />
of subject levels in the actual exam and will explore the association between<br />
higher level take-up and academic performance.<br />
2.4 Teaching and Learning<br />
In this section, we explore student views on good teaching, the type of<br />
teaching methods they experience, the pace of instruction in their classes,<br />
their take-up of private tuition, and the potential impact of the <strong>Leaving</strong><br />
Certificate exam on their experiences of teaching and learning.<br />
2.4.1 Teaching Methods<br />
Sixth year students were asked about the frequency with which a range<br />
of teaching methods were used in their class. Figure 2.10 shows significant<br />
differences across <strong>Leaving</strong> Certificate programmes in the use of<br />
teaching methods. As in fifth year, LCA students are more likely <strong>to</strong> report<br />
the frequent use of group-work and project-work in class than LCE<br />
and LCVP students. LCA students are also more likely <strong>to</strong> report that<br />
their teacher explains things well and that they themselves are allowed <strong>to</strong><br />
express their opinions. In contrast, LCE and LCVP classes tend <strong>to</strong> be<br />
characterised by teachers doing most of the talking, by teachers reading<br />
from the book, by practising previous exam papers and being given<br />
homework.