STUDENTS PERCEPTIONS OF COURSEWORK IN THE GCSE - THE EFFECTS OF GENDER AND LEVELS OF ATTAINMENT

Coursework is an integral part of the GCSE framework, valued for its m otivational qualities and its curricular validity. It is a common perc eption, widely reported in the national press and educational media, t hat coursework can be held (it least partly accountable for differenti al performances at GCSE; coursework, it is argued, advantages girls. T his article reports on an analysis of data arising from a project whic h offered an opportunity to study current and post-GCSE students' perc eptions of coursework. The outcomes indicate that, when categorised by their relative levels of attainment, girls' and boys' perceptions sho w limited evidence of homogeneity. In other wards, to suggest that gir ls' and boys' perceptions of coursework are a function of gender is a gross over-simplification. Other factors are at play and further, more specific and tailored research is essential if we are to understand h ow best to optimise the benefits that are claimed for coursework.