Student Experiences of the Leaving Certificate Applied Programme

PATHWAYS INTO LCA 39Figure 4.5: Pattern of Teacher-student Interaction Among Third Year StudentsComparing LCA Entrants to Other Students70605040%3020100LCA LCE/LCVP LCA LCE/LCVP LCA LCE/LCVP LCA LCE/LCVPPraised work Praised written work Untidy work MisbehaviourSource: Post-Primary Longitudinal Study (PPLS) database.Students who went on to take LCA had higher levels of misbehaviour insecond and third year (but not in first year). In third year, those whoreported being frequently late for school, getting into trouble formisbehaviour or receiving detention were significantly more likely to enterLCA than other students (Figure 4.6). Being suspended from school wasalso associated with LCA entry; a quarter of those who had beensuspended in third year took LCA compared with 4 per cent of otherstudents.Figure 4.6: LCA Take-up by Frequency of Misbehaviour%20.018.016.014.012.010.08.06.04.02.00.0Late for school Got into trouble DetentionNever Occasionally FrequentlySource: Post-Primary Longitudinal Study (PPLS) database.On reflection, the majority of those interviewed felt they had nobehavioural problems in junior cycle. Respondents recalled being quiet inclass, ‘giving no trouble’ and trying to get through their classes as best theycould. However, academic difficulties often resulted in a withdrawal fromschool and led to some of this group missing classes, days and in somecases weeks from school. Significantly, all five of those interviewed who