Independent research at A level: Students’ and teachers’ experiences

Abstract

Our aims were to explore teachers' and students' experiences and perspectives of independent research at A level. The study focused Economics, French and Mathematics. It investigated: (i) the extent to which teachers think research and investigative skills can be developed at A level; (ii) the resources and guidance that students use; and (iii) whether subject-specific differences arise. A questionnaire and follow-on interview methodology was used. 47 Mathematics teachers, 24 Economics teachers and 15 French teachers participated. Additionally, 299 Mathematics students, 228 Economics students and 136 French students took part. About half of the French and Economics teachers were found to assign investigative/research tasks to their students at least once a fortnight. On the other hand, about half of the Mathematics teachers set such tasks less often and a further 40% never set them at all. The frequency with which the teachers set investigation/research tasks as homework/private study showed the same subject-specific differences as the classroom context. The internet was the most frequently listed source that students across all three subjects consulted while engaging in independent research. The interview data shed further light on general and specific internet usage. Overall, the findings explain some of the variation in preparedness of new undergraduates for independent study and research-related tasks at university.