Faculty of Education - Theses
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ItemAn evaluation of computer science in the Victorian Higher Schools Certificate( 1984)This thesis evaluates certain aspects of the Victorian Higher Schools Certificate subject, Computer Science. Firstly, an overview is taken of the subject as it was intended to function in the first three years of its accreditation, 1981 - 83. In the light of this, the draft proposal for changes to the course in 1984 is reviewed. Secondly, a number of specific areas of the course are examined in more detail. A questionnaire to course designers and teachers is the basis of this investigation. The relationship between stated objectives of the course and items of course content is explored. An analysis is conducted on the extent to which the four option components are equitable in terms of time. The relative importance of the three components of assessment is explored, especially in the case of a 'barely passing' student. Actual raw mark components for the 1981 students have been used in connection with the latter investigation.
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ItemA comparison of the difficulties of algebra, fractions and decimals for Year 9 students( 1989)Skills tests in arithmetic and algebra were administered to 222 Year 9 students in two schools in Melbourne. Students, who were given one of four test papers, attempted twelve core questions, and three pairs of questions, the second of which was a j ump in difficulty from the first. These jumps in difficulty were expressions of the difference between working with fractions or decimals as opposed to whole numbers, and algebra as opposed to arithmetic. The results for the paired questions were firstly analysed using McNemar's test for changes. It was found that there is a jump in difficulty when moving from settings not involving fractions and decimals to settings where operating with fractions and decimals is necessary. Although the situation involving the addition of algebra is not as clear, it appears as well that the movement of a question from are arithmetic to an algebraic setting poses difficulties for students. Rasch analysis was used to give a measure of difficulty for all items, and the differences in difficulty for each of the paired questions calculated. The Newman-Kuels procedure was used to test if there was a difference in the difficulty jumps for the three areas. It was found that the jump in encountering fractions or decimals as opposed to whole numbers is significantly greater than the jump in coping with algebra as opposed to arithmetic. It is suggested that emphasis on acquiring a thorough conceptual, knowledge of rarional number needs to continue through the junior years of secondary school.
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ItemSome determinants of students' course selection in mathematics( 1984)In this study some determinants of students' course selection in mathematics. were investigated, with particular attention being given to those factors which may result in differential participation rates between boys and girls. The aim of the study was to assess the relative importance for student decisions of various psychological variables related to achievement attitudes. Such knowledge could then be used in the design of appropriate programs and techniques to increase the likelihood of students continuing to take maths. Questionnaires were administered to the 115 students in Year 9 and to the 107 students in Year 7 at a Melbourne inner-suburban .high school. Specific findings apply to those students in that particular school; without investigation of the effect of such variables as socioeconomic status, ethnic background., administrative structure, course-availability and class size they could not be extrapolated to other students in other schools. Students' estimates of their maths abilities and their expectations for maths performance, decreased with age, as did their perception of their parents' and teachers' beliefs about their ability and expectations for their success. Students' beliefs about the importance of success in maths and their declared interest in and liking'for the subject also decreased with age, while their estimates of the difficulty of maths increased with age. Year 9 boys had higher opinions of their maths ability and were more confident of success in future maths courses, than were Year 9 girls. These girls saw the subject as being more difficult and the cost of the effort required to do well to be higher than did their male classmates. At the Year 7 level, however, the only sex differences were in the stereotyping of the utility of maths for females and in the stereotyping of maths as a male domain. Plans to continue with maths were facilitated by high expectations, by firm beliefs in the value of maths and in one's own ability and by low estimates of the difficulty of maths. Sex differences favouring boys were found on these variables. On the basis of these findings, certain areas for intervention were identified. These areas included the encouragement of positive attitudes towards maths, the provision of career awareness programs, and the attempt to modify parents' and teachers' attitudes as to the maths, ability of girls and the importance of maths for them.
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ItemSocial studies in Victorian technical schools, 1938-1974( 1987)This thesis investigates the changes which have occurred in social studies in Victorian Technical Schools from 1938 to 1974. Social studies first appeared in Victoria when it was introduced into Preston Technical School during 1938. By the early 1940s social studies was starting to replace history and geography in most Victorian Technical Schools. Its status was low, and its course of study was usually reserved for those technical students who were labelled as under-achievers who would probably not progress beyond forms 3 or 4. The boys were relegated into the trades, while the girls headed for domestic courses. The teaching of social studies during the 1950s was undertaken by many teachers who had escaped from teaching subjects traditionally associated with an academic discipline, and by teachers who were unqualified. This situation remained virtually unchanged up until 1967. The whole "aura" of social studies and its curriculum went through something of a renaissance, which had its birth in 1967 at Burwood, Victoria, at the U.N.E.S.C.O. Seminar on the "Teaching of the Social Sciences at the Secondary Level". Immediately following the Burwood Seminar, the Victorian Advisory Committee on the Teaching of Social Science in Secondary Schools was established. In 1968 the Technical Schools Division set up a Standing Committee on Technical Schools Social Studies (SCOTSSS), and in the same year curricula autonomy was devolved, and the Director-General of Education in Victoria gave all schools in the state the right to determine their own curriculum. The Victorian Secondary Social Science Project (SSSP) was established in 1971 under the jurisdiction of the Victorian Advisory Committee, while the National Committee on Social Science Teaching (NCSST) held its first meeting in November 1971. In 1972 the Victorian Association of Social Studies Teachers (VASST) created a regular journal, Study of Society. Other key factors which have helped in the development of social studies have been the direct financial assistance from federal sources, overseas influence on social studies/ science teaching, a. rapid upsurge of student teachers completing social studies method courses, and a unique body of curriculum personnel working outside the Education Department. All of the above factors were instrumental in the re-birth of the subject of social studies in Victoria's Technical Schools since 1967.