Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction


Wilkins, S., Martin, S. and Walker, I., 2010. Exploring the impacts of accelerated delivery on student learning, achievement and satisfaction. Research in Post-Compulsory Education, 15 (4), pp. 455-472.

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    This case study examines the impacts on student learning, achievement and satisfaction when year 13 (final year) students at a large UK sixth form college take a GCE A level in one year instead of the usual two years. Data relating to the entry qualifications and final A level grades achieved by 879 students on both accelerated and non-accelerated programmes were obtained over a four-year period. Inferential analysis was carried out using pairwise Z-tests to compare the proportion of students achieving grade C or better on each course. A sample of 89 students completed a written questionnaire, which was used to examine their attitudes and opinions of accelerated and non-accelerated teaching and learning. It was found that students on accelerated programmes who had taken Business Studies at GCSE or who achieved an A* or A grade in English or Maths at GCSE were more likely to get a grade of C or above at A level compared to students on the standard two-year programme. The results of this study suggest that further research is needed to assess whether more students could be successful on accelerated A level courses, or similar post-compulsory courses internationally.


    Item Type Articles
    CreatorsWilkins, S., Martin, S. and Walker, I.
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    DepartmentsFaculty of Humanities & Social Sciences > Psychology
    School of Management
    Faculty of Humanities & Social Sciences > Education
    Publisher StatementAccelerated__A_Levels___RiPCE___Dec_2010.doc: This is an electronic version of an article published in Research in Post-Compulsory Education,15(4), pp. 455-472, 2010. Research in Post-Compulsory Education is available online at:
    ID Code22117


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