| Abstrakt: |
This replicated research project [see Hine, G. S. C. (2019). Reasons why I didn't enrol in a higher-level mathematics course: Listening to the voice of Australian senior secondary students. Research in Mathematics Education, 21(3), 295–313. https://doi.org/10.1080/14794802.2019.15999982019] explored the reasons why senior secondary (i.e. Year 11 and Year 12) students elected not to enrol in a higher-level mathematics course. For this project, all senior secondary Australian Tertiary Admissions Ranking (ATAR) students within Western Australian schools (aged 17–18 years) were invited to participate in an anonymous, online survey comprised predominantly of qualitative items. The researcher analysed 1633 ATAR students' perspectives of enrolments in mathematics courses, according to a symbolic interactionist paradigm. Reasons included the extent to which students feel higher-level courses are too challenging, time-consuming, not required for university nor future life, and requiring more effort and stress to complete than lower-level mathematics courses. Especially outlined is the extent to which participants feel a 10% bonus is a sufficient incentive to increase higher-level course enrolments, an extension of the original project. Participants indicated a range of responses either supporting or opposing this incentive. While approximately 47% of participants agree that the incentive is sufficient, a small proportion of these supporters offer their agreement conditionally. Within the proportion asserting the incentive is insufficient, a majority of participants suggested that a higher percentage bonus should be offered to students enrolled in Mathematics Specialist. [ABSTRACT FROM AUTHOR] |
