Dropout and progress in learning in an upper secondary school: The learning experiences of two different groups of students in Verkmenntaskólinn á Akureyri

Abstract

Educational transition where students move across school stages is of international interest (Jindal-Snape, 2010). In Iceland there is growing interest in the transition from the lower secondary stage of compulsory schools to upper secondary schools, not least because of long standing concerns about high dropout rates in the upper secondary sector. According to an OECD report, successful completion of upper secondary education within four years is 45% in Iceland while the OECD average is 68% (OECD, 2012). According to the same report 30% of the age group 25–34 have not completed upper secondary education while the OECD average is 19%. The article reports two studies of different groups of students at Verkmenntaskólinn á Akureyri (VMA) (Akureyri Comprehensive College). The first study was completed 2009 and aimed at students from the Department of General Studies (DGA) (A-group) who had enrolled into the school without the required attainment to be accepted into the school’s regular programmes of academic or vocational study. Ten students were interviewed to seek an answer to why some students of the DGA dropped out while others continued. The interviews were analysed in light of self-efficacy and motivation for learning as key concepts, in consonance with a number of international research projects that have focused on the impact of various student attributes, such as selfefficacy, self-esteem and resilience on successful educational transition (Jindal-Snape, 2010). The target group of the second study, conducted 2011 (B-group), was students who had successfully completed their compulsory education, and aimed at finishing their chosen programmes of study in VMA within the time limit set out by the school’s curriculum. Ten participants were chosen for the B-group and similar interviews were conducted with both groups. The main focus of the article is on the study of the B-group, and it is used to shed light from a different perspective on the same key issues as informed the analysis of the results from the A-group, and are believed to impact on student progress through upper secondary schooling. These are: self-efficacy and motivation for learning, educational transition, relationships with parents and peers and education for all students. The findings indicated, first, that the transition to the upper secondary school was challenging for both groups as indicated by Galton (2010) and Jindal-Snape (2010). It was obvious, however, that the participants of the B-group met these challenges with more determination, and seemed to have the benefit of a stronger sense of efficacy, more resilience, and stronger motivation for learning than the A-group. Secondly the findings revealed that more participants from the B-group than was anticipated, according to their compulsory school records, suffered from reading difficulties and even dyslexia, and had problems coping with the requirements of initial mathematics courses. Some had repeatedly failed the beginning course, and reported that this undermined their sense of efficacy and even their progress within their line of study. This is in line with the findings of two recent studies: of the teaching of mathematics (Kristín Bjarnadóttir, 2011) and Icelandic (Svanhildur Sverrisdóttir et al., 2011), and underscores the need for revision of teaching, learning and learning materials in both subjects. Thirdly the findings highlighted the importance of parental support and interest in their children’s learning. Participants from the B-group reported more support from parents, than did their peers from the A-group, and some said that support and supervision from their parents had played a crucial role in keeping them on track. This indicates that schools should encourage parents to take an active role in their children’s schooling as suggested by Elias et al. (2003) and Sigrún Aðalbjarnardóttir and Kristjana Stella Blöndal (2005). The fourth issue that came out of the findings is the importance of having good friends and successful peer relationships. Participants from the B-group voiced strongly how much they appreciated having good friends to whom they could turn for support when needed. This indicates that organised peer-support might be considered within upper secondary schools. Last but not least, the findings of both studies generally emphasise the importance of self-efficacy and motivation for learning in line with Adeyemo (2010), Bandura (1997), and Schunk and Miller, (2002). Both aspects are imperative for students‘ progress through the upper secondary school, and therefore need to be nurtured by all possible means, not least by offering learning opportunities that meet the needs of all students.