Dr Helen Cramman helen.cramman@durham.ac.uk
Associate Professor
Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work
Cramman, Helen; Arenas, Benjamin; Awais, Raheela; Balaban, Corina; Cropper, Cate; Dennis, Francesca; Finch, Katy; Gray, Helen; Hall, Amy; Kitchen, Guy; Norman, Katherine; O’Driscoll, Luke; Petts, Philippa; Petri, Susie; Robson, Jacquie; Rosenburgh, Angus; Shields, Lauren; Swift, G Peter; Vaughan, Helen
Authors
Dr Benjamin Arenas benjamin.arenas@durham.ac.uk
Teaching Fellow
Raheela Awais
Corina Balaban
Cate Cropper
Francesca Dennis
Katy Finch
Helen Gray
Dr Amy Hall amy.v.hall@durham.ac.uk
Leverhulme Early Career Fellow
Guy Kitchen
Dr Katherine Norman katherine.norman@durham.ac.uk
Assistant Professor
Dr Luke O'Driscoll luke.j.odriscoll@durham.ac.uk
Assistant Professor
Dr Philippa Petts p.l.petts@durham.ac.uk
Associate Professor
Susie Petri
Professor Jacquie Robson j.m.robson@durham.ac.uk
Associate Pro-Vice Chancellor (Taught Programmes)
Dr Angus Rosenburgh angus.e.rosenburgh@durham.ac.uk
Assistant Professor
Lauren Shields
Dr Peter Swift g.p.swift@durham.ac.uk
Associate Professor
Helen Vaughan
Abstract
This paper presents the findings from a detailed study investigating UK undergraduate students’ experience of practical science in their post-16 studies during the COVID-19 pandemic. It also examines their perceived confidence and preparedness in relation to areas of practical science skills at the start of their undergraduate courses. The study employed an exploratory sequential mixed methods design. Findings from student focus groups held at the end of their post-16 studies were used to support the development of a comprehensive skills audit and quantitative survey for incoming undergraduate students. Survey data were collected in September and October 2021 from 275 students commencing Biosciences, Chemistry, Physics and Natural Science degrees at two universities in England.
The research is important because although almost all students had the opportunity to undertake practical work as part of their post-16 studies during the COVID-19 pandemic, there was considerable variation in students’ experiences. The data indicate that COVID-19-related closures of post-16 education establishments, ongoing social distancing requirements and the consequent removal of the assessment criteria for students to have ‘routinely and consistently’ undertaken each of the practical assessment requirements had implications for the development of students’ self-efficacy in relation to practical science. The research presents important considerations which are relevant for educators supporting students’ transition from post-16 to Higher Education and have the potential to impact on incoming students over many years to come.
Citation
Cramman, H., Arenas, B., Awais, R., Balaban, C., Cropper, C., Dennis, F., Finch, K., Gray, H., Hall, A., Kitchen, G., Norman, K., O’Driscoll, L., Petts, P., Petri, S., Robson, J., Rosenburgh, A., Shields, L., Swift, G. P., & Vaughan, H. (in press). Post-16 students’ experience of practical science during the COVID-19 pandemic and the impact on students’ self-efficacy in practical work. Enhancing Teaching and Learning in Higher Education, 2, 39-69. https://doi.org/10.62512/etlhe.14
Journal Article Type | Article |
---|---|
Acceptance Date | Sep 2, 2024 |
Online Publication Date | Oct 8, 2024 |
Deposit Date | Oct 9, 2024 |
Publicly Available Date | Oct 9, 2024 |
Journal | Enhancing Teaching and Learning in Higher Education |
Peer Reviewed | Peer Reviewed |
Volume | 2 |
Pages | 39-69 |
DOI | https://doi.org/10.62512/etlhe.14 |
Public URL | https://durham-repository.worktribe.com/output/2951186 |
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Files
Published Journal Article
(476 Kb)
PDF
Publisher Licence URL
http://creativecommons.org/licenses/by/4.0/
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