Boli, Despoina; (2025) GCSE Mathematics Resit Learners Engaging with Word Problems in Further Education: Experiences of Struggle, Confusion and Hope. Doctoral thesis (Ed.D), UCL (University College London).

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Abstract

In England, approximately one-third of 16-year-olds do not achieve a ‘standard pass’ in GCSE Mathematics; most continue studying towards that level post-16 as a condition of funding, usually with low ‘success’ rates and negative accompanying narratives. Despite recently increased attention to these learners, there remains a gap in fully understanding the challenges they face. GCSE Mathematics requires successful engagement with word problems, arguably a threshold skill for both a GCSE ‘pass’ and for mathematical thriving in adulthood. The thesis study makes a range of theoretical, methodological and pedagogical contributions. It used a novel exploratory approach to probe the experiences and approaches that GCSE mathematics resit learners in a London further education college have developed around word problems. An initial survey (n=5) established college teachers’ perspectives on the teaching and learning of word problems, and a learner revision workshop evidenced initial insights into students’ (n=12) experiences and approaches. Analysis of workshop data informed the design of an online student survey, distributed to all GCSE mathematics resit learners in two Further Education colleges in London (n=149 completed surveys). Analysis was via descriptive statistics or reflexive thematic analysis, as appropriate. Findings suggest that broadly, participant student and teacher approaches correlate. Sample first-time resit learners enjoy higher engagement with, and motivation towards, word problems than persistent (multiple-resit) low attainers, whose responses revealed a growing disaffection with mathematics. Most participants’ conception of word problems remained mathematically rudimentary. However, in contrast to the generally limited progression in GCSE grades attained, the range of participants offered positive narratives about their mathematics learning in college. Many suggested they had made good progress in their attitudes towards mathematics and willingness and confidence to engage with mathematical contexts. The findings underscore a need to understand and respond to resit learner backgrounds, to provide more appropriate and authentic post-16 mathematics experiences, and to value progress beyond examination results.

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