Enabling learners starts with knowing them : Student attitudes, aspiration and anxiety towards science and maths learning in an Australian pre-university enabling program

• Published in: Australian journal of adult learning Vol. 58; no. 1; pp. 13 - 40
• Main Authors: Lisciandro, Joanne G, Jones, Angela, Geerlings, Peter
• Format: Journal Article
• Language: English
• Published: Canberra Adult Learning Australia 01.04.2018; Copyright Agency Limited (Distributor)
• Subjects: Academic Aspiration; Adult Basic Education; Adult Students; Affective Behavior; Anxiety; Attitudes; Career Choice; College Preparation; Continuing education; Core curriculum; Course Content; Educational Objectives; Emotional Development; Emotional Response; Emotions; Enabling education; Expectation; Foreign Countries; High School Students; Higher education; Learning; Learning experience; Literacy; Mathematics; Mathematics education; Mathematics Instruction; Pathways; Postsecondary education; Program Effectiveness; Qualitative Research; Researchers; Science education; Science Instruction; Secondary school students; Secondary schools; Social Development; Statistical Analysis; STEM education; Student Attitudes; Student Experience; Student Motivation; Student Needs; Student Surveys; Success; Surveys; Trends; Undergraduate Students; Undergraduate Study; Universities; Australia
• ISSN: 1443-1394

Pre-university enabling programs provide an important pathway to university for under prepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, 'OnTrack', were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and teacher training. Greater attention should be given to both student's affective needs and their understanding of future course content during their enabling education experience to redress negative emotional learning experiences and safeguard student expectations, satisfaction, and retention in the future. [Author abstract]