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dc.contributor.authorMurphy, John
dc.date.accessioned2024-05-16T12:12:30Z
dc.date.available2024-05-16T12:12:30Z
dc.date.issued2019
dc.identifier.urihttp://hdl.handle.net/20.500.13012/200
dc.description.abstractThis 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.
dc.language.isoenen_US
dc.subjectLeaving Certificate Accountingen_US
dc.subjectThematic analysisen_US
dc.subjectStudent underperformanceen_US
dc.titleTeachers’ perspectives on student underperformance in Leaving Certificate Accountingen_US
dc.typeThesisen_US
html.description.abstractThis 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.en_US


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