Post-16 students' experience of practical science during the COVID-19 pandemic and the impact on students' self-efficacy in practical work

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Cramman, Helen and Arenas, Benjamin and Awais, Raheela and Balaban, Corina and Cropper, Cate and Dennis, Francesca and Finch, Katy and Gray, Helen and Hall, Amy and Kitchen, Guy and Norman, Katherine and O’Driscoll, Luke and Petts, Philippa and Petri, Susie and Robson, Jacquie and Rosenburgh, Angus and Shields, Lauren and Swift, G Peter and Vaughan, Helen (2024) Post-16 students' experience of practical science during the COVID-19 pandemic and the impact on students' self-efficacy in practical work. Enhancing Teaching and Learning in Higher Education, 2. pp. 39-69. ISSN 2755-9475 (https://doi.org/10.62512/etlhe.14)

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Abstract

This paper presents the findings from a detailed study investigating UK undergraduate students’ experience of practical science in their post-16 studies during the COVID-19 pandemic. It also examines their perceived confidence and preparedness in relation to areas of practical science skills at the start of their undergraduate courses. The study employed an exploratory sequential mixed methods design. Findings from student focus groups held at the end of their post-16 studies were used to support the development of a comprehensive skills audit and quantitative survey for incoming undergraduate students. Survey data were collected in September and October 2021 from 275 students commencing Biosciences, Chemistry, Physics and Natural Science degrees at two universities in England. The research is important because although almost all students had the opportunity to undertake practical work as part of their post-16 studies during the COVID-19 pandemic, there was considerable variation in students’ experiences. The data indicate that COVID-19-related closures of post-16 education establishments, ongoing social distancing requirements and the consequent removal of the assessment criteria for students to have ‘routinely and consistently’ undertaken each of the practical assessment requirements had implications for the development of students’ self-efficacy in relation to practical science. The research presents important considerations which are relevant for educators supporting students’ transition from post-16 to Higher Education and have the potential to impact on incoming students over many years to come.

ORCID iDs

Cramman, Helen, Arenas, Benjamin, Awais, Raheela, Balaban, Corina, Cropper, Cate, Dennis, Francesca, Finch, Katy, Gray, Helen, Hall, Amy, Kitchen, Guy, Norman, Katherine, O’Driscoll, Luke, Petts, Philippa, Petri, Susie, Robson, Jacquie, Rosenburgh, Angus, Shields, Lauren, Swift, G Peter and Vaughan, Helen ORCID logoORCID: https://orcid.org/0000-0001-7127-4736;
CORE (COnnecting REpositories)