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Title: What are the views of white British working class secondary school boys on achievement in school?
Author: Aubby, Herjit
ISNI:       0000 0004 2701 4373
Awarding Body: University of East London
Current Institution: University of East London
Date of Award: 2010
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This explorative and descriptive study elicited the views of White British working class secondary school boys on achievement in school, in one Local Authority where the underachievement of these boys was a significant cause for concern. The research questions addressed focussed on identifying the participants' attitudes towards school, self and learning and the factors that appeared to cause the participants to underachieve within the local context. Their views on the barriers and facilitators to their learning were also elicited. This study utilised a mixed methods design involving both quantitative and qualitative methodologies. The views of fifteen boys were elicited using the Pupil Attitude to Self and School (PASS) computer based standardised questionnaire followed by semi-structured interviews. Percentile Factor Scores from the completed questionnaires and Thematic Analysis were used to analyse the quantitative and qualitative aspects of the data respectively. The findings suggested that the participants had a positive attitude towards self and learning. This included their capabilities and motivation as learners to potentially achieve their goals and aspirations, when provided with the appropriate support and optimal learning contexts conducive to their learning styles and needs. In addition, the participants presented themselves as having an ambivalent attitude towards school and were able to identify numerous facilitators and barriers to their learning. There was also a clear consensus amongst the participants about what worked for them in terms of the factors that supported their learning and academic achievement. The majority of them were also able to identify internal and external motivators to their learning. One method suggested for supporting the achievement of these participants so that they are able to reach their potential was to shift thinking from an education deficit model to a strengths based model underpinned by principles of positive psychology. Educational Psychologists (EPs) have a key role to play in supporting this shift.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (D.Ed.Ch.Psych.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available