Students’ perceptions of studying A-levels: factors facilitating and frustrating positive learning experiences

Joshua Stubbs; Dusana Dorjee; Poppy Nash; Lucy Elizabeth Foulkes

doi:10.1080/0309877X.2023.2258807

Students’ perceptions of studying A-levels: factors facilitating and frustrating positive learning experiences

Joshua Stubbs^*, Dusana Dorjee, Poppy Nash, Lucy Elizabeth Foulkes

^*Corresponding author for this work

Education

Research output: Contribution to journal › Article › peer-review

Abstract

To generate a better understanding of students’ experiences of studying A-levels, 136 A-level students in England were asked to provide three words or phrases to describe their experience of sixth form, and their reasons for choosing these terms, via an online survey. Data were analysed using content analysis and reflexive thematic analysis. The analyses highlight that, although studying A-levels is challenging and can be stressful and overwhelming, it can also help to prepare students for higher education and adulthood more broadly by presenting them with unique opportunities to exercise autonomy, study subjects of genuine interest to them and cultivate more meaningful relationships with their peers and teachers. Implications for educational practices aimed at promoting positive learning experiences and supporting basic psychological needs are discussed.

Original language	English
Number of pages	11
Journal	Journal of Further and Higher Education
Early online date	23 Sept 2023
DOIs	https://doi.org/10.1080/0309877X.2023.2258807
Publication status	E-pub ahead of print - 23 Sept 2023

Bibliographical note

Access to Document

10.1080/0309877X.2023.2258807Licence: CC BY-NC-ND

Students perceptions of studying A-levels factors facilitating and frustrating positive learning experiences
© 2023 The Author(s).
Final published version, 594 KBLicence: CC BY-NC-ND

Cite this

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abstract = "To generate a better understanding of students{\textquoteright} experiences of studying A-levels, 136 A-level students in England were asked to provide three words or phrases to describe their experience of sixth form, and their reasons for choosing these terms, via an online survey. Data were analysed using content analysis and reflexive thematic analysis. The analyses highlight that, although studying A-levels is challenging and can be stressful and overwhelming, it can also help to prepare students for higher education and adulthood more broadly by presenting them with unique opportunities to exercise autonomy, study subjects of genuine interest to them and cultivate more meaningful relationships with their peers and teachers. Implications for educational practices aimed at promoting positive learning experiences and supporting basic psychological needs are discussed.",

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AU - Nash, Poppy

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AB - To generate a better understanding of students’ experiences of studying A-levels, 136 A-level students in England were asked to provide three words or phrases to describe their experience of sixth form, and their reasons for choosing these terms, via an online survey. Data were analysed using content analysis and reflexive thematic analysis. The analyses highlight that, although studying A-levels is challenging and can be stressful and overwhelming, it can also help to prepare students for higher education and adulthood more broadly by presenting them with unique opportunities to exercise autonomy, study subjects of genuine interest to them and cultivate more meaningful relationships with their peers and teachers. Implications for educational practices aimed at promoting positive learning experiences and supporting basic psychological needs are discussed.

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