An action research investigation into the use of tailored pedagogic approaches and their effectiveness in terms of male GCSE Geography performance

Thesis

This study examines the use of tailored pedagogic approaches within GCSE Geography in relation to the enjoyment, engagement and attainment of boys. Male performance has been a prominent educational focus for many years with numerous researchers encouraging implementation of interventions specifically focused upon raising success standards. This study begins with a literature review to determine what is already known about pedagogical approaches and gender attainment discrepancies within GCSE Geography. Previous intervention schemes (such as single-sex groupings) created to reduce male underachievement are critically evaluated.

The 'diamond structure' at 'Buxton School' is designed to merge academic and pastoral benefits through single-sex classes yet co-educational extra-curricular. It provides an interesting context for investigation into student perceptions of the effectiveness of single-sex teaching and preferred learning techniques.

This is an interpretative action research project. A triangulation of methods assessed a sequence of trial lessons specifically planned to include techniques identified as preferable by boys. Questionnaires, student work and lesson observations provided perspectives on the effectiveness of these techniques.

Initial findings indicated that students did not necessarily need to perceive the lesson activities positively in order to identify with the knowledge to be obtained. Higher ability students had a greater range of enjoyment opinions. Teacher perception of engagement suggested as positive behaviour increased, so too did negative behaviour. Attainment on average was found to improve most, when boys were allowed some ownership over their learning as opposed to simple incorporation of preferred activities.

This research has highlighted the importance of adapting lessons to suit the learning styles of students yet ultimately has emphasised the importance of allowing students independence. In the future it can be taken further by investigating use of tailored pedagogic techniques within a mixed gender sixth form class.

Authors: Athey, G

• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Keywords: MLT; Geography; MLT2015
• Subjects: Education