Emotional and behavioural responses to GCSE: a case study in England

Thesis

The General Certificate of Secondary Education (GCSE) is widely viewed as a pivotal milestone for young people in England, with its outcomes shaping future educational and professional opportunities. Despite its high-stakes nature, the perspectives and experiences of the students – those directly navigating this landscape – often remain underrepresented in educational research and policy discussions. This study seeks to amplify student voices and extend beyond the predominant narratives centred on test anxiety and student well-being to capture a more holistic view of their GCSE journey. Through semi-structured interviews, this study centred on students' emotional and behavioural responses towards GCSEs. Data analysis primarily drew from 22 Year 11 and 12 students from a comprehensive suburban London school, complemented by insights from five educators, field notes, and a reflexive journal. A specially designed timeline was used for Year 12 participants to aid memory recall during interviews. Reflexive Thematic Analysis was employed as the analytical strategy, yielding three salient themes: the omnipresence of stress in students’ GCSE experience, the positive value of exam preparation, and the tension between curriculum depth and breadth. This study also reveals factors that could enhance students’ GCSE experience and capture their aspirations and hopes for the future GCSE system. In conclusion, this study underscores the importance of direct student engagement, valuing their articulate and invaluable feedback. While debates around the utility of GCSE persist, this research advocates for their reform rather than elimination. Drawing from the rich tapestry of student experiences can guide future policy and practice, fostering a GCSE experience that is both rewarding and sensitive to student well-being.

Authors: Woo, J

• DOI: 10.5287/ora-j5qpb488g
• Type of award: MSc
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: educational assessment; exam stress; student voice; exam preparation; narrowed curriculum; washback; GCSE; test anxiety; test preparation
• Subjects: Curriculum-based assessment; General Certificate of Secondary Education; Educational tests and measurements