Exam preparation: Concerns of London upper secondary school students with implications for teachers and teaching

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Abstract

The aim of this qualitative case study was to ascertain factors impacting the examination preparation process and causing concerns for London upper secondary students, to learn steps taken to reduce and/or resolve the
concerns, and to discuss the implications for teachers and teaching. A subsidiary yet important aim was to give the students a “voice” in the research literature. Using convenient or opportunity sampling, I conducted face-to-face interviews with 14 grade 12 and 13 students, ages 16–18, in a south-west London secondary
school. The analysis of the data revealed external factors and a personal need factor, that is the need to pass the exam, impacted the examination preparation process and caused concerns for students. Schools and students have use various solutions to reduce and/or resolve concerns. For example, school-based solutions
included offering make-up or additional sessions or extra classes. Students—when faced with large amounts of material and information—employed solutions such as “things-to-do lists” and breaking down tasks into manageable sections. Implications for teachers and teaching include the need for teachers’ lesson contents to address factors impacting exam preparation and students’ concerns. Teachers also need to equip students to use a variety of revision strategies, encourage students to use social support and ensure that promised extra
lessons materialize.
Original languageEnglish
Article number21
Pages (from-to)338-350
Number of pages13
JournalJournal of Educational Research & Practice
Volume10
Issue number1
DOIs
Publication statusPublished - 16 Oct 2020

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