Melbourne Graduate School of Education - Theses
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ItemCoping with anxiety in childhood : the importance of the anxiety sensitivity factor( 2006)Anxiety sensitivity is a recently identified construct which has become part of the conceptualisation of anxiety. Essentially anxiety sensitivity is the fear of anxiety-related symptoms. Evidence in the research literature suggests that adults who have a high level of anxiety sensitivity, combined with a high level of the more traditionally recognised trait anxiety reported a significantly higher incidence of anxiety disorders. If children in the general population with a predisposition to developing anxiety disorders could be identified, as those who report high anxiety sensitivity together with high trait anxiety, then early intervention may prevent the onset of anxiety disorders in adolescence or adulthood. It is usually the case that children who are anxious adopt a non-productive coping style however anxious children can be taught how to cope effectively with the anxiety experience. Effective coping could be a buffer to heightened anxiety.In the present study anxiety sensitivity, trait anxiety and anxiety symptoms were measured in a cohort of primary school children. Coping strategies used by anxious children were evaluated and compared to non-anxious children. The extent and intensity of children's symptoms of anxiety disorders were investigated. The temperament characteristic behavioural inhibition and family environment factors were also evaluated. Consistencies in these variables were considered in relation to the children's level of anxiety sensitivity and trait anxiety. As well, children's report of their anxiety symptoms was compared to parent report about their child's anxiety symptoms. Results indicated that children with a high level of anxiety sensitivity and/or a high level trait anxiety reported significantly more anxiety symptoms than the children who did not report a high level on the two constructs. Furthermore, children who reported a high level of anxiety sensitivity and/or trait anxiety used more coping strategies associated with a `non-productive' or `reference to others' style of coping than other children. The level of anxiety sensitivity or trait anxiety did not significantly discriminate this cohort of children on behavioural inhibition or family environment factors. Some differences were apparent between children's report and parent report about their child with regard to the children's anxiety symptomatology. There is ongoing debate in the research literature as to whether anxiety sensitivity is a distinct construct or a contributing factor to trait anxiety. The relationship between the two anxiety constructs was examined and some distinguishing characteristics were identified.
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ItemFocus on form in a Thai university English course( 2006)This thesis reports on an investigation about the application of new pedagogy to the teaching of English grammar to the first year English major students in a Rajabhat University in Bangkok, Thailand. This study sought to explore the effectiveness of an indirect explicit instruction approach on improving students' motivation and attitudes towards learning English grammar. This study was conducted in a normal grammar classroom of thirty three students for sixteen two-hour weekly sessions. Kemmis and McTaggart's (1988) action research cycle method was adopted, involving two cycles of teaching-learning activity. Each cycle was regulated into steps of developing a unit of work, implementing an instruction for six weekly two-hour sessions, observing and reflecting. The data obtained consisted of teacher/researcher's journal, students diaries and interviews and students' self-assessment questionnaires. The teacher's journal provided information about how students were responsive to the new teaching approach whereas students reflected on their new learning experiences in their diaries. Moreover, self-assessment questionnaires using a 5-point Likert scale were employed to obtain a clearer picture on students' attitudes, activities provided and their perceived improvement in learning English grammar. The results of this study reveal that indirect explicit grammar instruction had a great impact on students' motivation and attitudes. Effective learning atmosphere and cooperative learning led to significant changes of students' learning behaviours. Students showed their eagerness to participate in the learning process. They became more self-confident and expressed their willingness to take risks in learning in the language classroom. It could be argued that students' attitudes had improved and they, therefore, were motivated to learn English grammar. However, the students' grammatical knowledge had not significantly developed since the study was undertaken over a short period of time. The study proposes some factors that the teachers should carefully take into consideration in adapting indirect explicit approach to their teaching. Of greater significance were contributions made by the study regarding the advantages of developing own instructional materials that respond to the learners' needs over commercial materials and the value of employing action research to investigate problems arising from teaching practice. Finally, it is suggested that a longitudinal study is worth trying in order to establish the applicability of the indirect explicit approach in teaching English grammar in EFL contexts.
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ItemAn evaluation of quality assurance implementation at a higher education institution in Bangkok( 2005)This study aimed to investigate the implementation of Quality Assurance (OA) regarding two compulsory English courses in a Rajabhat University in Bangkok. Quality of these courses is considered to be crucial because they are required for the completion of all undergraduate degrees in every program of study in the Rajabhat. The study intended particularly, to examine the level of success of QA implementation in order to recommend improvements to the implementation process. The study employed a qualitative case study of the institution to reveal factors affecting QA implementation and to construct an improved QA management model for such courses. Document analysis and semi-structured interviews were used to collect data. The participants of the research were purposively selected according to their levels of participation in the QA program, namely, policy makers, transmitters of the policy and implementers. Miles & Huberman-style grids were employed to facilitate data analysis and then Fullan's theory of change was used as a framework for discussion of the findings. Analysis revealed that QA was thought to be needed but the level of success of the QA implementation was rather low at the course level due to a lack of efficient communication between the systems level and implementers on the ground. Consequently, teaching staff's knowledge and understanding of the QA operation was inadequate. However, strengths of the program included availability of financial and physical supports, i.e. multi-media teaching materials, IT infrastructure and provision of professional development. Perhaps the most important strength was the awareness and willingness of lecturers to implement QA during routine teaching. Nevertheless, IT literacy, teamwork skills and explicit systematic QA implementation documents were inadequate. Overall, this study has demonstrated a limited level of success regarding QA implementation in this Thai context due to various factors. Therefore, recommendations for improvement are presented and a QA model for Teaching English to Speakers of Other Languages (TESOL) is proposed.
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ItemUneasy lies the head : the repositioning of heads of English in independent schools in Victoria in the age of new learning technologies( 2004)This study explores the discursive practice of six Heads of English in Independent Schools in Victoria during a period of major cultural change. This change has been associated with huge public investment in New Learning Technologies and shifting perceptions and expectations of cultural agency in communities of practice such as English Departments in Schools. In this social milieu tensions exist between the societal rhetoric of school management and marketing of the efficacy of NLTs as educational realities and discursive practices at a departmental level, embodying and embedding academic values and attainments. In their conversations with the author, the Heads of English reveal much about themselves and the nature and distribution of their duties and responsibilities within the local moral order of their schools and with their individual communities of practice. A model is developed of the dual praxis of the Heads of the Heads of English, mediated by autobiography and historically available cultural resources in a community of practice. As agents concerned to both maintain and transform their local culture of English teaching, and consequently the whole school culture, the Heads of English account for themselves as responding to their own `sense of place' in their own community of practice, but also the `structure of feeling' of the period by which their achievements and standing are known. This study of the persons of the English co-ordinators draws upon both Positioning Theory and critical realism to reveal the dynamic nature of both their identity and the social organization of English teaching in schools.
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ItemA qualitative study of developing problem solving competence in students of a food technology diploma course( 2000)This thesis is a qualitative study of developing students' problem solving competence or ability in a Technical and Further Education (TAFE) Diploma course. The problem solving ability has been identified as highly desirable by the Australian food processing industry. Its development in students has been specified in the Course Aims Statement as a requisite learning outcome of the Food Technology Diploma course. The thesis research aimed to explore the situation if the development of problem solving ability happened as envisaged by the major stakeholders of the course and how it was accomplished in the classroom. To facilitate the thesis research, ethnographic methods, including observation, interviews and document analysis were used. Activities of teaching and learning in classrooms and laboratories were observed and recorded on videotapes. Semi-structured interviews with stakeholders including Industry Representatives, Course Designers, Course Administrators, and Module Teachers were conducted. Document analysis included review of approved Accreditation Submissions for the course (accredited by the Food Industry Training Accreditation Board in the Victorian Department of Education), review of students' written work of practical reports and answers to test questions. From the interviews, two divergent views emerged that might be regarded as 'aspirant' and 'practitioner' stances. The 'aspirant' stance represented the views of industry representatives, course designers, and course administrators, whereas the practitioner stance those of the module teachers. The 'aspirant' view concurs with the industry's desire and expectation of developing Diploma students' problem solving ability in the classroom. It did not however stipulate to what standard or level this development should attain. The practitioner side on the other hand maintained that the development of problem solving ability is not their job but it belongs to other educators including teachers of degree courses in higher education. Also the practitioner side maintained that as bona fide TAFE teachers, they know what and how the course should be taught. The TAFE teachers in this particular case believed what they do is appropriate because there has not been any complaint from the industry regarding the quality of the Diploma graduates that they produced. In terms of improving students' problem solving ability, the official stance in the approved Accreditation Submission is that the Diploma course should be delivered in a manner consistent with the constructivists' problem based and situated learning approaches and presented in a holistic, integrated manner based on predetermined learning objectives. In their classroom practice, the Diploma course teachers in this particular case simply delivered what they considered necessary in a ' teaching as telling ' mode, without attending to the recommendations described in the approved Accreditation Submission or an objective-based plan, which incorporates strategies for developing students' problem solving ability. There was no apparent modeling or benchmarking by the teachers of attitudes and dispositions, attributes acknowledged to be required for superior problem solving ability, including reflection, metacognition, self-directedness in learning and construction of individual meaning from knowledge learned, as well as thinking critically or creatively. On the contrary, their delivery and assessment of learning was tuned down, encouraging students to learn in a 'surface approach'. The teachers' practice thus affected adversely the quality of students' reports of experiments. The review of students' reports of the three applied science modules, Food Chemistry, Food Technology, and Microbiology, established that students (1) did not understand the theoretical bases of the experiments, (2) did not show critical reflection or objectivity on the conduct of the experiments or the validity of the results obtained, (3) tended to exert minimal effort in the reporting, and (4) were generally unable to articulate and communicate their thoughts and knowledge. Another parcel of data supporting the conclusion of students' poor state of professional knowledge and inability to apply it came from their answers of test questions. Review of their answers showed that they did not understand the knowledge. Although the test questions of the three applied science modules did not really test them for the application of knowledge in resolving some industry-related issues that is solving industry related problems, the students' answers demonstrated that it was highly unlikely they could do so because of their lack of understanding of the fundamental concepts and theories underlying many of the current or contemporary industry problems/issues. The triangulation of the data from three sources, that is observation, interviews, and document analysis, converged to illuminate this particular situation showing (a) the teachers did not teach in a manner conducive to the development of students' problem solving ability and (b) students did not learn effectively to improve their problem solving ability. In explaining the occurrence of this situation, it has been rationalised in terms of teachers' low expectation of their students, the teachers' inadequacy to teach problem solving skills, and the failure of those in authority to properly communicate this specific course aim to all those who need to know, the students and teachers in particular. Based on this explanation, this thesis made the suggestion whereby improvement in the development of students' problem solving ability can be effected for the Diploma course in the short term by attending immediately to the teachers' practice in the classroom.
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ItemMicroWorlds programming, mathematical problem solving and teaching for transfer : a year long classroom study( 2000)This thesis is based on research conducted to investigate the effects of computer programming on cognitive and affective outcomes in two upper primary classes. The subjects of the research comprised two classes of eleven to twelve year old students at the same school in Melbourne, Victoria. The aims of the research were to establish whether a particular type of methodological intervention, which reinforced strategies developed in a programming context, could improve the likelihood that problem-solving strategies acquired through programming would be transferred to mathematical problem-solving. In addition, the research set out to investigate whether programming affected individuals with differing personality traits in different ways. Students worked over a twelve-month period with the programming software MicroWorlds. In the first term they learned basic semantics and syntax of the programming language and thereafter completed five tasks that were research assignments from a range of key learning areas. These tasks were called Lap-T tasks and as part of the overall curriculum were completed and presented for evaluation. Pre and post-tests in maths problem solving which sought evidence of ability to obtain correct answers, identify appropriate strategies and articulate strategies used, were administered at the beginning and end of the year. In addition, students completed a questionnaire at the beginning, middle and end of the year to establish attitude change to aspects of learning with computers and learning through programming. Other data was obtained through the Rosenberg Self Esteem Test and the Eysenck Personality Inventory. Students kept journals in which they reflected on their programming experience. A series of class lessons for highlighting strategies developed in programming, called strategy training was directed towards one group only, the Strategy Training Group or STG for a total of 18 hours. The other group, the Independent Learning Group, was not assisted to make connections beyond those automatically acquired while programming. The findings of the research were an affirmation for the value of the strategy training for improving the likelihood that strategies acquired during programming would transfer to other problem-solving contexts. In addition, there was confirmation that programming is a valuable addition to an upper primary curriculum, contributing to students' perceptions of control of their own learning and providing challenge and satisfaction while developing transferable problem-solving skills. The research indicates that strategic use of programming in the primary school curriculum can be utilised in the development of improved use of mathematical problem-solving strategies.
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ItemTowards a model for colleague support : matching support to needs and contexts( 1999)This thesis explores the issue of colleague support in schools observed in five case site schools over several years. The study sought to ascertain how colleagues perceive, rate, utilise and value colleague support and the effect of colleague support across a school culture. The research study is predominantly qualitative using participant observation and interviews, over several years. The interviews are based on an earlier pilot study (conducted in 1995-96) and a later survey of each of the five case site schools that make up this research study. The thesis outlines how colleagues describe, value, and utilise colleague support and proposes a typology of support based in grounded theory. This typology asserts that schools have definable `colleague-shape; based in characteristics and protocols of support that have an increasing degree of school-wide consciousness. The typology, and emerging protocols, it is hoped, have both a descriptive and diagnostic facility and an adaptive utility. This thesis concludes with a chapter on adaptive facility proposing suggestions, arising from this study, that might increase a school's conscious awareness and use of colleague support.
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ItemThe rapid characterisation of pulpwood quality of plantation eucalypts using near-infrared spectroscopy( 1996)Chemical pulp yield is a tree breeding trait of great importance to the pulp and paper industry. Small improvements in pulp yield can provide large economic benefits for forest owners with a successful breeding program. Laborious and expensive methods of direct measurement for pulp yield presently limit the number of trees that are tested and therefore hinder potential improvement. A method that provides a rapid, cheap measure of yield is required. Attempts to do so through correlating easily measured parameters such as hot water extractives and basic density with yield have been unsuccessful. Recent studies have indicated that vibrational spectroscopic methods such as near- and mid-infrared spectroscopy (NIRS and MIRS) have the potential to predict pulp yield. The major objective of this study is to determine whether near-infrared spectroscopy could be used to predict the pulpwood quality, specifically pulp yield, of plantation eucalypts with sufficient accuracy to be of use in evaluating woods from tree improvement programs. Analysis of any product by NIRS is subject to several sources of error. A review of the agricultural industry literature identifies several important sources of error in NIRS analysis. Important factors include: the particle size distribution and mean particle size of the sample; the type of mill used for grinding; the moisture content of the sample; the sample temperature at the time of testing; the basic density of the sample and the species. In this thesis, the influence of a number of these factors on the NIRS analysis of wood is examined and a protocol for the analysis of wood using NIRS developed. Initially, NIRS is used to model and predict pulp yield in thirty samples of native forest E. globulus woods that gave a very wide range of pulp yields (37.6 % to 60.2 %). Regions of the second derivative NIR spectra display variation that could be directly related to variations in pulp yield. Calibration models are developed using simple linear regression and partial least squares (PLS) regression on data from both normal NIR spectra and second derivative NIR spectra. The model developed by using PLS regression with second derivative NIR spectra demonstrates the best predictive ability (R-value = 0.983, standard error of calibration (SEC) = 1.34 and standard error of prediction (SEP) = 1.65). However, the SEP is too high for practical purposes. The errors are high because insufficient samples were available to represent the extreme variation. Calibration models are also developed with regions of the NIR spectrum removed. Removal of the water bands (1350-1450 and 1848-1968 nm) improves the SEP only marginally. It was decided that future models would be developed with full spectrum second derivative spectra and PLS regression. Twelve models for the prediction of kraft pulp yield are developed using plantation grown E. globulus and E. nitens from sites in Tasmania and Victoria. R-values range from 0.892 to 0.963, SEC values range from 0.32 to 0.92 and SEP values range from 0.63 to 1.46. Seven models have SEP values of less than one. The low SEP values of several of the models indicate that NIRS could be used as a practical alternative to laboratory pulping. The improvement is attributed to having larger sample sets and samples that were able to better represent the narrower range of environmental and genetic variation found in plantation forests. The chemical components of eucalypt woods that influence pulp yield are modelled and predicted using NIRS analysis. Eleven E. globulus and twenty-one E. nitens samples are used. The chemical components modelled include: cellulose, glucan, hemicellulose and xylan. Models for E. globulus have R-values ranging from 0.995 to 0.731 and SEC values ranging from 0.04 to 1.64. The qualities of the models were judged by cross validation procedures as there were too few samples to reserve a separate test set. Models for E. nitens have R-values ranging from 0.988 to 0.894, SEC values that range from 0.19 to 0.93 and SEP values that range from 0.78 to 1.85. The use of larger sample sets should improve the models and reduce errors. Principal component analysis (PCA) is used to classify samples based on their NIR spectra. PCA is a data decomposition technique that can be used to extract the systematic variation that exists in a single data set. Two-dimensional PCA scores plots can be used to examine how a number of samples relate to each other. Such plots are used to distinguish between woods of high and low pulp yield; between hardwoods and softwoods; between eucalypt species (E. globulus, E. grandis and E. nitens) and between sites the trees of specific species were grown on (Tasmania and Victoria). PCA could be a very useful tool for breeding programs, perhaps providing a simple means of eliminating poor performing trees. The within-tree variation of pulp yield is also examined using NIRS. If trees are to be sampled non-destructively, ie. by cores, an understanding of within-tree variation is necessary for the identification of representative sampling points. Individual ring samples have different NIR spectra. The spectra of rings 5 and 6 (where the heartwood-sapwood boundary is located) demonstrate the greatest differences. Patterns of radial and longitudinal variation are different for each tree. Radial variation of pulp yield at 5, 20 and 60 % of total tree height is basically linear (average of 15 trees). Longitudinal variation (average of 3 trees) of pulp yield is not linear, the model used to describe it is of the form y = a + bx + cxA. Maps of withintree variation demonstrate that yield is variable within trees and that each tree has a different pattern of variation. The outer region of the tree between 15 and 40 % of total tree height has wood giving the highest pulp yield. Samples from 10 % of total tree height (2.2 m) gives the best correlation with whole tree pulp yield. The north and south hemispheres of a single tree are examined. Within this tree the yield variation is found to be symmetrical. The heritability (h2) of pulp yield for 7 year old E. nitens is estimated using 588 samples whose yield has been estimated using NIRS. Heritability estimates of 0.34 and 0.31 are obtained for the inner and outer rings respectively. The estimates are lower than expected based on previous estimates. PCA is used to examine the variation present in the calibration and the unknown data sets. It is found that the calibration data derived from whole-tree average samples do not contain all the variation present in the unknown data obtained from within the inner and outer rings. Improved heritability estimates are expected to be obtained by adding data to the calibration obtained from within the rings. It is demonstrated that NIRS can successfully predict pulp yield and a number of other chemical components of wood. The success of several models indicates that NIRS has the potential to be a very important tool for tree breeding programs. Consistency in sample preparation and presentation is important. Care must be taken that the proper samples are selected for calibration.
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ItemPre-anthesis development in barley (Hordeum vulgare L.) : evaluation of factors affecting apical development and spikelet number per spike on the main culm( 1995)The influence of a number of environmental factors and cultivar differences on the pre-anthesis period of development in barley were investigated in this thesis. Preanthesis development in barley was examined by dividing this period into three phases, namely the leaf initiation, spikelet initiation and spikelet growth phases. The lengths of the latter two phases showed substantial variation between cultivars, which indicates that it may be feasible to manipulate the durations of these phases, while maintaining a constant time to anthesis. In particular, there was a negative association between durations of the spikelet initiation and spikelet growth phases, making it possible to maintain a constant time to anthesis despite variation in the duration of these phases. The number of spikelet primordia formed in the developing spike of the main culm exhibited little variation between cultivars. The rate and duration of spikelet initiation were negatively correlated and both had no association with either maximum spikelet primordia number or final spikelet number. Variation in spikelet number per spike appeared to be maintained more because of a varying level of spikelet abortion rather than differences in the number of spikelet primordia formed in the developing spike of the main culm. A separate study examining the related species Hordeum spontaneum, confirmed variation for the durations of the three phases, combinations of which indicated the feasibility that such variation could provide genotypes wherein a constant time to anthesis could be maintained. Investigations of the effects of four environmental factors, photoperiod, temperature, irradiance and fertilizer addition, on pre-anthesis development in barley were also undertaken. Increased photoperiod was shown to reduce the durations of the three phases in photoperiod-sensitive barley cultivars. Differences between the three phases in their sensitivity to photoperiod were observed, with the spikelet initiation phase proportionately the most sensitive phase and the leaf initation phase the least sensitive. This difference in sensitivity between phases also differed in magnitude between cultivars. That is, in one study, the spring cultivar Galleon showed a greater sensitivity to photoperiod in the spikelet initiation than the leaf initiation phase in contrast to Bandulla, where the difference between photoperiod sensitivities of each phase was small. Both of these cultivars exhibited satisfaction of the photoperiod response at a similar photoperiod (ca. 14-15 h). That is, no further changes in durations of the leaf initiation and spikelet initiation phases occurred under longer photoperiods. Transfer of cultivars between different photoperiods indicated that the duration of a particular development phase was determined by both the influence of prior photoperiod as well as current photoperiod, indicating the presence of a 'memorized photoperiod effect'. This effect was present from the beginning of spikelet primordia production to anthesis. The 'memory effect' of photoperiod on development appears to be interactive with current photoperiod, rather than additive, because the effects of the direct influence of photoperiod and those of prior photoperiods were smaller when they were coincident compared with independently. The duration of the pre-anthesis period of photoperiod-sensitive cultivars grown at similar levels of irradiance, but different photoperiods was found to respond more to variation in photoperiod than irradiance. High irradiance levels reduced the duration of the pre-anthesis period slightly, and increased both final leaf and spikelet numbers. The rate of change of photoperiod has been found in other cereal crops to influence the time to anthesis. The present study indicated that the rate of change of photoperiod had no effect on the durations of the leaf and spikelet initation phases independent of that of mean photoperiod. There were also no effects on leaf or spikelet number per spike, or the rate of leaf appearance, in contrast to earlier reports. Increasing the mean daily temperature within the range of 11-27C was found to reduce the duration of the spikelet growth phase (expressed in calendar time) in barley, although this was dependent on photoperiod. However, in terms of thermal time, increased temperature lengthened the amount of thermal time taken to complete the spikelet growth phase, which is in agreement with several wheat studies (Pirasteh & Walsh, 1980; Rawson, 1993). The relationship between temperature and rate of development did not appear to be linear at supra-optimal temperatures (above X19C, Ellis et al., 1988) although this was not conclusively tested. Further research is required to fully understand the relationship between the rate of development in barley and temperature. The proportion of spikelet abortion in the developing spike of the main culm was found to be increase with high temperatures and this was dependent upon cultivar, but longer durations of the spikelet growth phase were not associated with increased spikelet numbers. The application of fertilizer nitrogen and phosphorus had no significantly consistent effects on time from sowing to anthesis in barley, or the durations of the three individual developmental phases, suggesting that models of phenological development need not incorporate fertilizer parameters. Irradiance level was shown to influence the level of spikelet abortion of the main culm spike and occurred in barley 11-15 days before anthesis when the spike and culm were rapidly accumulating dry matter. Spikelets found to abort were later-developing and smaller in size than those which survived. The coincidence of abortion of spikelets with maximum accumulation of dry matter in the culm and spike indicates the possibility that the level of abortion in barley may be associated with culm-spike assimilate competition. Spikelet number and grain number per spike, and tiller number increased with increasing nitrogen application. It is proposed that breeding to achieve lower levels of abortion of spikelet primordia could possibly lead to an increased yield potential of the barley spike. The thesis contains a seven chapters; a review, five experimental chapters and a concluding chapter.
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ItemCatholic higher education in Victoria : a survey based upon the careers of matriculation students, 1950 to 1955( 1966)The survey was based upon a complete census of the students from Victorian Catholic schools who presented for Matriculation between 1950 and 1958, and followed their careers until the end of 1964. The-first part compared the results of the Catholic and of the other schools in Victoria taken together. At Matriculation level, the students from the Catholic schools performed at least as satisfactorily as the students from the other schools. This was,due, however, to the boys rather than the girls, whose results were less satisfactory, than those of the other girls. At university level, the Catholic results in the first year examinations, as far as the limited data permit one to judge, appeared to be below the level of the other students; but when all years were taken into account; there was no significant difference in overall performance of the Catholic and other students. The second part of the survey studied the factors that determined the success or failure of the Catholic schools, and comparisons were made solely between Catholic schools. There was no significant difference between the results of Catholic boy and girl students in their best three subjects in a single presentation for Matriculation, nor between their pass-rates in the first or first three years in the university. The unmatched teaching institutes showed significant differences within each sex division in the Matriculation, but practically none in the first year and in the first three years in the university. The significant differences even at Matriculation, however, tended to disappear, when the institutes were matched on other circumstances influencing achievement. Finally, individual schools showed significant differences in Matriculation results within each sex division, but these tended to disappear in the first and first three years' university results. Significant differences between the results of those presenting for the first time and those for the second time, in favour of the latter, were frequently observed at Matriculation level but scarcely at all in the university. Among the other circumstances influencing achievement, at Matriculation level, socio-economic status was significant for boys' schools, in favour of the higher levels, but not for girls' schools. Size of Matriculation class was significant for boys' schools, in favour of larger classes (20 or more, compared with 10 to 19), but not for the corresponding larger classes in girls' schools (10 or more, compared with 1 to 9). Locality (metropolitan, urban, rural) was not significant for boys' schools, but it was for the girls', in favour of the metropolitan compared with the urban schools. Practically no significance was found in accommodation (boarding compared with day schools, or in educational classification (A and B class schools). At university level, the only circumstance that proved significant was size of class, in favour of schools with larger Matriculation classes among the boys (20 or more, compared with 10 to 19), and with smaller classes among the girls (1 to 9, compared with 10 to 19). On the whole, over the triennia, the standard of results for both male and female schools appeared to be improving significantly.