Institutional Archive of Scholarly Content (IASC), Hibernia College

Welcome to the IASC Repository at Hibernia College

IASC (Institutional Archive of Scholarly Content) is an open access repository designed to store, archive and disseminate the work of Hibernia College faculty, staff and students. It includes peer-reviewed publications, conference papers, research reports, presentations and examples of exemplary student work. 

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School of Education
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Research Events
  • Teaching students with EAL: Collaboration and preparation in post-primary schools

    O'Donoghue, Eoin (2023)
    The following study explores the area of English as an additional language (EAL) and how much training teachers in a post-primary school in Ireland receive and to what extent they collaborate with each other when teaching students of EAL. Using thematic analysis from three long interviews from the same school, the findings suggest that teachers are not given the sufficient training in how to teach EAL and are given little encouragement to collaborate with one another on the topic by the Irish educational system. The findings also suggest the need for proper EAL training has become more relevant since the arrival of Ukrainian students in 2022.
  • Teachers’ perspectives on student underperformance in Leaving Certificate Accounting

    Murphy, John (2019)
    This study examines the reasons for student underperformance in Leaving Certificate Accounting. Bronfenbrenner’s Ecological Systems Theory was used to perceive and distill the literature. Thirty-minute, semi-structured interviews were conducted with five experienced post primary Accounting teachers. Thematic analysis drew out three key and several sub-themes. Student underperformance can be attributed to approximately thirty reasons including mobile phone distraction, lack of self-belief, absenteeism, reasons that would not be lost on many people. What is far more interesting is that the reasons for underperformance can be broadly attributed to interactions between stakeholders across a range of ecological systems: The home; The School and the government.
  • An Investigation of Teachers’ Perspectives on Effecting Teaching Strategies Employed by Post-Primary Teachers in DEIS and Non DEIS Schools to Support Academic Motivation and Engagement.

    O'Donnell, Grace (2023)
    This mixed-methods study investigated active teaching methodologies (ATM) employed by teachers to support academic motivation and engagement, while exploring the influence of socioeconomic factors on student motivation and engagement. The research included twentynine teacher surveys and two semi-structured interviews. According to the findings, all participants used ATM, which increased student motivation and engagement. However, classroom management issues, particularly in DEIS schools, hindered ATM implementation. Socioeconomic factors perpetuated educational poverty cycles. Teachers played a critical role in mitigating the impact of socioeconomic factors on students’ academic success. The findings also highlighted the need for adequate training and CPD to effectively implement ATM.
  • The most effective differentiation methods in PPE Classrooms

    Barrett, Ciarán (2023)
    A self-study, semi-structured interviews (N =2), questionnaires (N =30) and DR was used to gather primary data of PPE in Irish public schools. Probability/Non-Purposive sampling was undertaken, and inclusivity criteria adopted. Thematic analysis identified that educators should connect and build relationships (incl. extra-curriculum engagement) with students before implementing differentiation strategies. Successful strategies include differentiating instruction, worksheets, notes, homework, and tests; with active strategies such as using ICT, groupwork and mind maps; monitored via student achievement. The EPSEN Act (2004) requires reform and further address provided by the DoE. Limitations and recommendations for future pedagogical practice and research have been outlined.
  • Irish Primary Teachers’ Perspectives into the Teaching of Physical Education: Exploring the Games Strand and the Factors that Influence the Teaching Methodologies and Approaches in Current Classrooms

    Brassil, Aoife (2023)
    The PE strand unit Games engages with the student’s instinct to play. Using a mixed methods approach and purpose sampling, Irish primary school teachers were surveyed (N=22) and interviewed (N=2) for the purpose of acquiring the primary data. Findings were analysed thematically and interpreted using PP. Perspectives of the primary school teachers of PE in the classroom; their knowledge of and application of the Games Strand and teaching approaches used were investigated. Findings identify the Games Strand as the dominant strand with CL and direct teaching used in approaches; effective implementation being under the influence of many factors i.e., self-confidence, misunderstandings, access to external facilitators and resources including CPD training.

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