Why go modular? A review of modular A‐level Mathematics

Taverner, Sally; Wright, M. Keith

doi:10.1080/0013188970390108

Cited by 10 publications

(6 citation statements)

References 2 publications

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“…Our results validate and justify this claim, as the current findings suggest that students enrolled in modular education have a lower probability of dropping out than students enrolled in linear education (by 2.5 percentage points from a baseline dropout rate of 28%). Thus, our results are in line with most of the previous descriptive and correlational literature that estimated a positive association between modular education and student achievement in general and pre-university education (Taverner & Wright, 1997;Vidal Rodeiro & N adas, 2012). Moreover, the positive effect of modular education is also similar to the results obtained by Pelleriaux and De Rick (2004), who studied a small pilot project in Flemish vocational education in 2000.…”

Section: Discussionsupporting

confidence: 92%

“…Thus, our results are in line with most of the previous descriptive and correlational literature that estimated a positive association between modular education and student achievement in general and pre-university education (Taverner & Wright, 1997;Vidal Rodeiro & N adas, 2012). Modular education has been widely used in vocational education and training programmes Effect of modular education on school dropout 113 based on the premise that it reduces the school dropout rate significantly.…”

Section: Discussionsupporting

confidence: 91%

“…The evidence on the association between modular education and student achievement is mixed. In a descriptive study, Taverner and Wright (1997) compared students who took A-levels in the UK through modular and linear education. They found that students in modular education scored half a grade higher on A-level mathematics.…”

Section: Introductionmentioning

confidence: 99%

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The effect of modular education on school dropout

Mazrekaj

Witte

2019

British Educational Res J

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Modular education refers to the division of conventional courses into smaller components or modules. Each module enables students to obtain a partial certificate that can be combined into a qualification. This article evaluates whether modular education, which is widely used in secondary and tertiary education, has been effective in reducing school dropout. For this purpose, the study exploits a policy change in the Flemish Community of Belgium, which recently introduced modular education for some programmes. Using a difference-in-differences framework with diverse adoption dates per school, the results indicate that modular education may significantly reduce school dropout by 2.5 percentage points, with the largest effects on foreign origin students. Therefore, modular education is likely to be an effective policy to tackle school dropout and reduce the ethnic attainment gap. Additionally, students enrolled in modular education are more likely to be employed and to incur higher earnings on the labour market.

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Section: Discussionsupporting

confidence: 92%

Section: Discussionsupporting

confidence: 91%

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The effect of modular education on school dropout

Mazrekaj

Witte

2019

British Educational Res J

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“…Type of assessment closely relating to teaching strategies is not unusual. Taverner and Wright (1997) reported differences between the teaching strategies used by teachers teaching modular and linear A levels.…”

Section: Discussion Of the Findingsmentioning

confidence: 94%

“…The questions are given in Appendix 2. The question about teaching strategies was written by listing all elements of teaching strategies from Tomlinson (1995), Bourdillon andStorey (2002, p. 124), McEwen et al (1999), Taverner and Wright (1997) and Tymms and Vincent (1994). Afterwards the list was condensed to a length suitable for use in a questionnaire by integrating similar items.…”

Section: Questionnaire Constructionmentioning

confidence: 99%

Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level performance?

Greatorex¹,

Malacova²

2006

Research Papers in Education

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There is no published empirically based research on the new GCE synoptic assessment. Consequently no published research has been undertaken on its role, how it is taught or how pupils are prepared for the assessment. Neither is there a published evaluation of the effectiveness of teaching the synoptic units. It is these issues which are addressed in the present study. One hundred and twenty-five chemistry teachers replied to a questionnaire about the teaching strategies that they used and how they prepared candidates for A2 assessments. The analysis of the questionnaire responses found that it is the type of assessment-coursework or examination-that closely corresponded with the teaching strategies, perceived learning outcomes and approaches to preparing pupils for A2 assessments. The questionnaire responses were merged with GCSE and A level results. A series of multilevel models were fitted to identify any relationship between relative progress from mean GCSE scores to A level unit results and the questionnaire responses. Only significant results are presented and discussed. The synoptic unit and another A2 unit were assessed by a traditional written examination. Teaching the latter unit separately to other units and teachers' question spotting related to lower relative progress from mean GCSE to A level examination results. For the synoptic unit, teachers' question spotting related to a lower relative progress from mean GCSE to unit marks. For this unit the following related to higher relative progress from mean GCSE to synoptic unit results: (i) the teachers using grade descriptors to inform their preparation of pupils for the assessment; (ii) including the whole of the AS curriculum in revision sessions. For the coursework, the following related to higher relative progress from mean GCSE to unit marks: (i) pupils doing worked examples or exercises; (ii) teachers using statistical information about examination performance prepared by an external organisation for their centre.

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Modularization in Vocational Education and Training

Ertl

Hayward

2010

International Encyclopedia of Education

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Why go modular? A review of modular A‐level Mathematics

Cited by 10 publications

References 2 publications

The effect of modular education on school dropout

The effect of modular education on school dropout

Can different teaching strategies or methods of preparing pupils lead to greater improvements from GCSE to A level performance?

Modularization in Vocational Education and Training

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