40 participants originally completed the questionnaire, but one was subsequently disregarded at the specific request of the participant. The remaining 39
questionnaires were analysed using the constant comparative method (Lincoln and Guba, 1985; Strauss and Corbin, 1990). There were 4 open questions on the questionnaire which was designed to give participants sufficient space to give detailed responses. (see Appendix 4 for questionnaire). For each question participant responses were noted, compared, coded and categorised in a systematic way, they were compared further and put into responding groups based on the themes emerging from the data. This enabled the exploration and elaboration within and across responses and later integration of quantitative and qualitative data, which allowed raw data to be analysed within the conceptual framework of my research and through the earlier literature review. (see Appendix 8 for sample of completed questionnaires).
Question 1 – How well do you feel you have coped with the changes from GCSE to A Level Studies? Please give as much detail as possible.
There were several main themes identified within the data. There were more negative comments made compared to positive or neutral comments. Negative comments often related to difficulty in coping and feeling pressured. For example:
Participant 13 responded “I feel as if there’s more pressure and less time to cope with deadlines and work and haven’t been able to adjust”.
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Participant 26 responded “I think I am coping fine in lessons. However, it is very difficult in the work we get set. Essays are harder to do that GCSE’s and there is more to learn in individual subjects. It’s harder to cope with the pressure of having to learn and revise everything quickly”.
Positive comments were far fewer but mainly related to coping quite well and having less subjects compared to GCSE’s making it easier to cope.
Question 2 – What has been beneficial/helpful to you as you have moved from GCSE to A Level Studies? Please give as much information as you can.
There were far more comments to Question 2 compared to Question 1. Several students made more than one response. 3 participants did not make any comments to this question. As the question only asked what has beneficial/helpful, only positive responses were give. For example:
Participant 11 responded “More motivation to do homework. Learnt to take responsibility. Feel more mature. Feel as if I am in control of my life”.
Participant 14 responses “The support from teachers was beneficial as it helped transition smoothly”.
Question 3 – What has caused problems/barriers/difficulties when moving from GCSE to A Level studies? Please feel free to expand your comments.
Participants provided a wide variety of comments to this question. Several participants gave more than one response but two participants did not make a comment. Due to the nature of the question asked, responses and the emerging themes from the data were predominately negative and often referring to internal factors including:
Participant 18 “The level of work for some subjects is a reasonable jump, however, others like Maths and Sciences are very much harder”.
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Participant 6 “Stress, coursework, deadlines, expectations, transport, social issues (friends), exams”.
However, one participant did make positive comments:
Participant 15 “Nothing, in fact it has caused advantages into my life”.
A further comment of interest was made by Participant 33, as with some of the comments of Participant 6, this also referred to transport as a
problem/barrier/difficulty in transition highlighting external factor that can affect transition from GCSE to A Level studies:
Participant 33 “Travel, because I live far away and I have to get up early and get home a lot later meaning I have to manage my time better than I did when doing GCSE’s”.
This comment was reflected by several other participants. Some may not live a long distance from the college but transport was a considerable problem. For Participant 33 the journey each way was in excess of two hours.
Question 4 – How much effort do you feel you have actually put into all of your work since moving from GCSE to A Level Studies? Please give further detail and explanation for your comments.
There were a lot of responses to this question with several students making more than one response but 4 participants made no comment. Responses were coded, grouped and categorised producing positive, negative and neutral responses including:
Participant 4 “At this very moment, not a lot, however, we as students only have one shot at this so in the new year my goal would be to put shed loads of work in, because it will soon pay off”.
Participant 30 “At the start I put in as much effort as I possible could as I know I really want to do well and it would be a great head start to my independent life to have great A Levels. However, as the year progresses I have notice my work ethic fall because the work is that much harder and a lot of it to keep up with”.
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From the qualitative data gathered from the questionnaires completed by 39 participants themes were beginning to emerge that show student perceptions of transition that included both positive and negative aspects of transition but also internal factors relating to the institutional criterial arising from the educational provision within the sixth form such as workload and having to adjust to A Level subjects and external factors which relate to any event or situation outside the educational establishment, for example, transport problems.