Junior secondary students’ perceptions of influences on their engagement with schooling

Authors

Peter Sullivan, Monash University
Angie Mornane, Monash University
Vaughan Prain, La Trobe University
Chris Campbell, La Trobe University
Craig Deed, La Trobe University
Sue Drane, La Trobe University
Michael Faulkner, La Trobe University
Andrea McDonough, Australian Catholic University
Caroline Smith, Australian Catholic University

Abstract

Various explanations and solutions have been proposed over the last decade in relation to the implications of students’ apparent lack of engagement with middle years schooling in Australia. This article reports on responses to a questionnaire by 333 Year 8 students (aged about 13, in the second year of high school) on perceptions of factors relating to their engagement with the academic curriculum. While the majority of students reported a strong sense of the importance of, and opportunities in, schooling, and saw English, mathematics and science connected to those opportunities, this orientation was not matched by corresponding positive engagement with these same subjects. There was diversity in the responses of students, and it is recommended that schools take steps to identify individual students’ perceptions of factors influencing their engagement, and where appropriate, deal with those perceptions.

Recommended Citation

Sullivan, Peter; Mornane, Angie; Prain, Vaughan; Campbell, Chris; Deed, Craig; Drane, Sue; Faulkner, Michael; McDonough, Andrea; and Smith, Caroline (2009) "Junior secondary students’ perceptions of influences on their engagement with schooling," Australian Journal of Education: Vol. 53: Iss. 2, Article 5.
Available at: https://research.acer.edu.au/aje/vol53/iss2/5