Date of Award

1992

Degree Type

Thesis

Degree Name

Bachelor of Education Honours

School

School of Education

First Advisor

Denise Kirkpatrick

Abstract

Issues associated with the transition from Year 10 to Year 11 have largely been ignored by researchers. Previous research has predominantly focussed on the primary to secondary transition experience. The existing problem of lower school to upper school transition has been compounded by the increased importance of upper school and the rising retention rates. This study investigated student perceptions of the transition from Year 10 to Year 11. It explored student concerns encountered in the transition and the differences they perceived between Year 10 and Year 11 after having entered Year 11. A case study approach, incorporating both qualitative and quantitative data gathering techniques, was used to collect data from the student's perspective, on the issues involved in the transition from Year 10 to Year 11. The data indicated that students' main concern was about their ability to cope with the expected increased workload and academic demands of upper school. According to their academic achievement levels students differed in their perceptions and in their evaluation of the extent to which they had made a successful transition to Year 11. The findings of this study suggested directions for intervention programmes, teacher actions and areas of further research in this area.

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