What Factors Determine the Uptake of A-level Physics?

Abstract

International audienceThere has been much concern recently in the UK about the decline in the number of students studying physics beyond age 16. To investigate why this might be we used data from a national database of student qualifications and a multilevel modelling technique to investigate which factors had the greatest impact on the uptake of physics at Advanced Level (A-level) in a particular year. Each factor of interest was entered into a separate model, whilst accounting for prior attainment and gender (both well known predictors of A-level uptake). We found that factors associated with greater probability of uptake included better attainment in physics (or combined science) and maths qualifications at age 16 in comparison to other subjects, and (for girls only) attending an independent or grammar school. Whilst it is difficult to address these factors directly, the results imply that more needs to be done to improve relative performance at GCSE, perhaps by increasing the supply of specialist physics teachers at this level and to overcome the perception (especially amongst girls) that physics is a particularly difficult subject

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences

“…Notwithstanding such complexity, gender-related gaps tending to favour males continue to be evident, particularly in physical science and mathematics. Our analysis of the research, however, revealed few studies that interrogated female students directly or deeply about the array of influences that seem to underpin their choices about studying science at secondary school, although many have suggested that this work be undertaken (Alexander et al 2012;Gill & Bell 2013;Homer et al 2014;Wang 2013). To contribute to addressing that apparent deficit in the literature, yet grounded in the assortment of findings and potential explanations from previous research, this study directly asked female students currently enrolled in upper secondary school physics, about strong influences important to their own science education experiences, including current interests and future aspirations.…”

“…Gill and Bell (2013) found prior attainment and gender, mathematics qualification at age 16, and for females, attending an independent or grammar school positively impacted on the uptake of "A" level physics. The socioeconomic status of the school seemed to exert "a significant effect on the overall number of students progressing to ' A' level physics but little effect on the proportion of girls in the cohort" [our emphasis] (IOP 2013, p. 15).…”

“…Further, in the UK, multi-level modelling was used to investigate the progression of females to upper secondary physics courses and found this to be associated with achievement in physics and mathematics courses at age 16 (Gill & Bell 2013). Additionally, "doing" more science between 14 and 16 was more favourable for progression to post-16 courses (Homer et al 2014).…”

Students’ Changing Attitudes and Aspirations Towards Physics During Secondary School

“…It remains difficult to isolate any single cause, however. Any effects following from students' gender or their other background characteristics, or other influences following from schools, have often been found to be relatively small when compared to other factors (Bennett et al 2013;Gill and Bell 2013;Homer et al 2014). Instead, students' intentions to study science subjects have most strongly associated with their own attitudes towards science, such as their interest in science and their perceived utility of science, together with their confidence in their own abilities (Jensen and Henriksen 2015;Mellors-Bourne et al 2011;Regan and DeWitt 2015;Tripney et al 2010;Vidal Rodeiro 2007).…”

Student experience of school science

“…Many young people still elect to opt out of science once it is no longer compulsory (OECD, 2009). There is much documented evidence for the possible reasons for this loss of interest in science such as the association between the cost of studying and the dropout rate (Van Langen & Dekker, 2005); the relationship between school selectivity and science uptake (Smithers & Robinson, 2007); the availability of separate sciences at GCSE level (Gill, Vidal Rodeiro, & Bell, 2009); well-qualified and enthusiastic teachers (Smithers & Robinson, 2007); and opportunities to experience science-related careers (Bennett, Lubben, & Hampden-Thompson, 2013). In addition to this, a large number of studies have identified individual factors influencing decisions to take up science such as gender (Murphy & Whitelegg, 2006), perceived usefulness of the subject (Jenkins & Nelson, 2005), enjoyment (Lyons, 2006) and perceptions of their ability (Vidal Rodeiro, 2007).…”