The learning approaches of A level history and geography students analysed: a report from a sixth form college

2.50
Hdl Handle:
http://hdl.handle.net/10547/346541
Title:
The learning approaches of A level history and geography students analysed: a report from a sixth form college
Authors:
Stoten, David William
Abstract:
This paper sought to explore how students in History and Geography approach learning. The research involved GCE A Level students in the Sixth Form College sector, in which they responded to a structured questionnaire that was drawn from the literature on self-regulated learning. The key areas for investigation revolved around motivation, self-efficacy, fear of failure and reflection. The data was analysed according to ability range with analysis undertaken between the A*-B range and those students below in the DE range. The conclusion suggests students adopt a range of approaches, some determined by their innate ability but others by more practical concerns such as the chances of success or the value of the activity. Importantly, the research also identified some common approaches adopted by students of History and Geography that challenge Kolb's views of subject disciplines divides.
Affiliation:
Northumbria University
Citation:
Stoten, D.W. (2015) 'The learning approaches of A level history and geography students analysed: a report from a sixth form college'. Journal of pedagogic development 5 (1).
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Mar-2015
URI:
http://hdl.handle.net/10547/346541
Additional Links:
http://www.beds.ac.uk/jpd/volume-5-issue-1-march-2015/the-learning-approaches-of-a-level-history-and-geography-students-analysed-a-report-from-a-sixth-form-college
Type:
Article
Language:
en
Series/Report no.:
Volume 5; Issue 1
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorStoten, David Williamen
dc.date.accessioned2015-03-12T09:23:16Zen
dc.date.available2015-03-12T09:23:16Zen
dc.date.issued2015-03en
dc.identifier.citationStoten, D.W. (2015) 'The learning approaches of A level history and geography students analysed: a report from a sixth form college'. Journal of pedagogic development 5 (1).en
dc.identifier.issn2047-3265en
dc.identifier.urihttp://hdl.handle.net/10547/346541en
dc.description.abstractThis paper sought to explore how students in History and Geography approach learning. The research involved GCE A Level students in the Sixth Form College sector, in which they responded to a structured questionnaire that was drawn from the literature on self-regulated learning. The key areas for investigation revolved around motivation, self-efficacy, fear of failure and reflection. The data was analysed according to ability range with analysis undertaken between the A*-B range and those students below in the DE range. The conclusion suggests students adopt a range of approaches, some determined by their innate ability but others by more practical concerns such as the chances of success or the value of the activity. Importantly, the research also identified some common approaches adopted by students of History and Geography that challenge Kolb's views of subject disciplines divides.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 5en
dc.relation.ispartofseriesIssue 1en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-5-issue-1-march-2015/the-learning-approaches-of-a-level-history-and-geography-students-analysed-a-report-from-a-sixth-form-collegeen
dc.subjectGeneral Certificate of Education Advanced Levelen
dc.subjectself-regulated learningen
dc.subjectsixth form collegeen
dc.subjectA levelen
dc.subjectlearning approachen
dc.subjectself-directed learningen
dc.subjectlearningen
dc.subjectsecondary educationen
dc.titleThe learning approaches of A level history and geography students analysed: a report from a sixth form collegeen
dc.typeArticleen
dc.contributor.departmentNorthumbria Universityen
dc.identifier.journalJournal of pedagogic developmenten
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