Intellectual Disabilities - Research Paper Example

What Strategies Are Put In Place in A Secondary School in Bethnal Green, East London For Boys And Girls In The Bangladeshi Community To Achieve Well At KS4? Module Code and Title: ED 6015 Dissertation Student number: u1200963 Degree programme and institution: Education Studies The Cass School of Education and Communities Word count. Acknowledgements Abstract The prime aim of this particular research is to identify the strategies put in place in a secondary school in Bethnal Green, East London particularly for the boys as well as the girls belonging to the Bangladeshi community when aiming better education at KS4. In lieu of the aforesaid aims, certain research questions have been framed as - Are males in the British Bangladeshi population in school ‘X’ in Bethnal Green underperforming educationally at GCSE level compared to their female peers? And, if such underperformance in evident, what are the contributing factors? In terms of methodology, both qualitative as well as quantitative approaches have been taken into concern for obtaining a valid conclusion. The research results helped identifying certain potential factors or strategies, which can help in the overall improvement of academic performances of the boys and girls belonging to the Bangladeshi community. These factors include building effective communication with respective schools and increasing the level of participation of parents in attending school meetings among others. Apart from this, the other strategies that used by the then poorly performed schools of Tower Hamlets including effective spending and ensuring high quality of teaching as well as learning may also contribute in serving the above stated purpose. The conclusions of the research suggest that the boys as well as the girls in Bangladeshi community will be able to attain well at KS4 level by effective adoption and execution of the discussed strategies. Table of Contents Acknowledgements 2 Abstract 3 Chapter 1: Introduction 6 1.1Research Title 6 1.2Aims and Objectives 6 1.3. Research Questions 7 Chapter 2: Literature Review 10 2.1 Introduction 10 2.2 A Brief Understanding about Worldwide GCSE Attainment 10 2.3 Issues Relating to GCSE Attainment among the Bangladeshi Learners 12 2.4 Prevalence of Gender Gaps in Education 13 2.5 Potential Impacts of GCSE Attainment on the Academic Performance of the Students 15 2.6 Role Play by Gender in GCSE Attainment 16 2.7 Conclusion 16 Chapter 3: Research Methodology 19 3.1 Introduction 19 3.2 Research Methodology 19 3.3 Data Collection Methods 20 3.4 Conclusion 23 Chapter 4: Ethical Considerations 24 4.1 Introduction 24 4.2 Ethical Practices 25 Chapter 5: Data Analysis 27 5.1 Introduction 27 5.2 Methods of Analysis 27 5.3 Findings and Discussion 27 5.4 Conclusion 39 Chapter 6: Conclusions 40 References 42 52 Appendices 53 Appendix 1: Questionnaire for the Teachers (GCSE Level) 53 Appendix 2: Questionnaire for the Parents 54 Appendix 3: Questionnaire for the Children 57 Acknowledgements 2 Abstract 3 Chapter 1: Introduction 7 1.1 Research Title 7 1.2 Aims and Objectives 7 1.3. Research Questions 8 Chapter 2: Literature Review 11 2.1 Introduction 11 2.2 A Brief Understanding about Worldwide GCSE Attainment 11 2.3 Issues Relating to GCSE Attainment among the Bangladeshi Learners 13 2.4 Prevalence of Gender Gaps in Education 14 2.5 Potential Impacts of GCSE Attainment on the Academic Performance of the Students 16 2.6 Role Play by Gender in GCSE Attainment 17 2.7 Conclusion 18 Chapter 3: Research Methodology 20 3.1 Introduction 20 3.2 Research Methodology 20 3.3 Data Collection Methods 21 3.4 Conclusion 24 Chapter 4: Ethical Considerations 25 4.1 Introduction 25 4.2 Ethical Practices 26 Chapter 5: Data Analysis 29 5.1 Introduction 29 5.2 Methods of Analysis 29 5.3 Findings and Discussion 29 5.4 Conclusion 41 Chapter 6: Conclusions 42 References 44 Appendices 56 Appendix 1: Questionnaire for the Teachers (GCSE Level) 56 Appendix 2: Questionnaire for the Parents 57 Appendix 3: Questionnaire for the Children 60 Chapter 1: Introduction 1.1 Research Title “What Strategies Are Put In Place in A Secondary School in Bethnal Green, East London For Boys And Girls In The Bangladeshi Community To Achieve Well At KS4?” 1.2 Aims and Objectives The purpose of this research is to explore, ascertain and analyse the strategies that are put in place in a secondary school in Bethnal Green, East London for the boys as well as the girls in the Bangladeshi community to attain well at KS4. Evidence suggests that the size of the educational gender gap differs by ethnicity (Bhattacharyya, et al. 2003). The evidence of gender imbalance in the Bangladeshi community in Bethnal Green/East London clearly reveals the persistence of political as well as social differences and the presence of multiculturalism factor in the respective region (Malik, 2015). It is worth mentioning that the research study used a specific school in order to find out the actual strategies that can be applied in making the boys as well as the girls of the Bangladeshi community to accomplish well at KS4 level. The ethnic mix of the school could be reckoned as mixed culture wherein the students belong to different nations with distinct cultural backgrounds. It can be apparently observed that 58.6% of the pupils are Bangladeshi boys and 41.4% are the Bangladeshi girls are present within the school. The average GCSE level of the school is 71%. The GCSE average results for Bangladeshi boys are estimated as 33.6 based on average point score and 37.3 for Bangladeshi girls (Tower Hamlets, 2013). 1.3. Research Questions The specific principal research questions providing the core of exploration, findings and analysis of the research are: Are males in the British Bangladeshi population in school ‘X’ in Bethnal Green underperforming educationally at GCSE level compared to their female peers? If such underperformance in evident, what are the contributing factor? What types of support is available in the schools to raise attainment among this gap? Based on the aforesaid research questions, it can be affirmed that a mixed proportional rate of gender imbalance is found to be persistent within Bethnal Green amid the Bangladeshi community. This can be justified with reference to the fact that the proportion of Bangladeshi residents within Bethnal Green is found to be highest in the regions of Banglatown as well as Spitalfields wherein the percentage could be found as 58% (Tower Hamlet Council, 2010). In particular, the research also endeavours to find out the causes or barriers for Bangladeshi boys’ underperformance based on the perceptions of teachers as well as parents and find the drivers of this specific gender imbalance. Apart from these, the research also laid focus on examining whether teachers’ and parents’ directly or indirectly, intentionally or unconsciously decipher attitudes contributing to boys’ underperformance. With these suppositions, the following research questions have also been framed for reaching into a valid conclusion of the research study: Are their social and/or cultural background reasons relevant to the gender gap? Why are the reasons for females from the Bangladeshi community performing above the national GCSE level nationally not equally applicable to boys from the same community? What are the strategies that have been put in place for the boys, girls and other ethnic minorities as well as white students in the community of Bangladesh to achieve well at KS4? The research seeks to identify and analyse the motivations and the influences of cultural/social including educational structure (single sex schooling) on educational achievements. Therefore, the research attempts to find why existing gender imbalances at GCSE level in the Bangladeshi community in Bethnal Green exists and what positive and constructive steps can be taken to improve the educational performance of boys and close the noticeable gender gap. The national average progress point score of Bangladeshi boys in THs is estimated at 9.8% and that of Bangladeshi girls to be 13.7%, which is much higher as compared to boys of the same community (Tower Hamlets, 2013). It is projected that the research and its findings will be of valuable potential use for teachers’, parents’ and the local education body in helping boys to improve their educational performance at GCSE level and at earlier and later stages of their education. It is worth mentioning that there exist certain reasons for which this particular area of research has been chosen. In this regard, one of such reasons is the roles played by the curriculum i.e. KS4 on the educational performance of the boys as well as the girls residing within different communities of Bangladesh. This academic enquiry is deemed to be much important, as this would aid in acquiring a detailed understanding about the potential impacts of a curriculum designed determining the significance of education within the communities of Bangladesh. Specially mentioning, the specific terminologies in relation to the aforesaid research field could be reckoned as General Certificate of Secondary Education (GCSE) (Key Stage 4), ethnicity and gender gap among others. Chapter 2: Literature Review 2.1 Introduction In this particular section, an attempt has been made towards reviewing varied literatures and studies relevant to the research topic, which mainly deals with determining the strategies that would help the Bangladeshi boys as well as the girls in a secondary school X in Bethnal Green, East London to attain well as the level of KS4. 2.2 A Brief Understanding about Worldwide GCSE Attainment According to the report published by OECD (2015), it can be apparently observed that the boys aged 15 years are more likely to be low achievers as compared to that of the girls. Justifiably, in the year 2012, 14% and 9% of the boys and the girls were found not to attain the proficiency level in the core subjects including science, reading and mathematics. One of such differences for this result is ascertained to be the persistence of gender distinctions between them (OECD, 2015). In relation to the above context, TH is one of London’s small, but most compactly inhabited boroughs and home to in excess of 234,000 people (Woods et. al., 2013). Based on the reports published within 2011 Census, it can be apparently noted that TH holds the highest mounting population over the preceding few years. It is worth mentioning in this similar concern that the solitary biggest ethnic group in TH is identified to be Bangladeshi, which accounted at the level of 32%. In addition, it could not be ignored that the residents of Bangladesh in TH are deemed to be the sole biggest Bangladeshi community prevailing within the UK and certainly make up a total of 37% of the Bangladeshi populaces specifically in London and 19% of the same in England. On the other hand, the second leading biggest group is reckoned to be White British, whose score reached at the level of 31% (Tower Hamlets, 2012). More importantly, a vast majority of Bangladeshis reside in Spitalfields, Bethnal Green and Poplar. For instance, in Bethnal Green, the Bangladeshi residents mainly accounted 32% of the entire populaces in similar proportion to the borough average. In the year 2012, minority ethnic learner competed 26% of the overall school population in Bethnal Green, whereas the percentage was 89% in TH, 55% of this group were Bangladeshi heritage. Bangladeshi boys’ and girls’ in TH underachieved educationally, which was demonstrated in 1997 TH’s position of 149 out of 149 educational boroughs in England (Corporate Research Unit, 2014). At the time, Woods & et. al. (2013) noted that in the year 2003, GCSE attainment (5+ A*-C) of Bangladeshi pupil were amounted to 45.5% and 51.0% for white British students, which later increased in the year 2008 to 62.3% amid the Bangladeshi students as compared to 63.8% particularly for the white British pupil (David & et. al., 2003). Education becomes a priority in TH when the students are found to be underperforming in their respective subjects. Thus, changes are required to be made in leadership and schools support systems, management and governing bodies among others and likewise, for the teachers more training been provided for better teaching (Woods & et. al., 2013). In the year 2004, the schools in a concern category was reduced from 40 (1995) to 3, as the basis of those necessary actions were taken. In the year 2006, child poverty rates showed that 60.5% of children in TH were living in poverty and were entitled to free school meals but in 2011, it changed at 57% (Barber & Mourshed 2007). 2.3 Issues Relating to GCSE Attainment among the Bangladeshi Learners While discussing about the issues relating to GCSE attainment amid the learners of Bangladesh, certain important information needs to be revealed. For instance, the GCSE level of national average for the boys and the girls in the UK certainly accounted to 65.7% and 55.6% (Department for Education (DfE), 2014). With this concern, the GCSE level average for boys and girls in Bethnal Green with respect to the school is found to be 67% and 71% respectively (DfE, 2015). On the other hand, the GCSE level average for Bangladeshi boys and girls in Bethnal Green accounted to 41% and 55% respectively (World Public Library, 2015). In relation to the above context, the discussion will analyse the issues in attainment of GCSE level relevant to Bangladeshi learners, examining differences in such attainment by genders. The influence of social and attainment in this discussion appears to be eligible. The statistics cited by Wood & et. al., (2013) suggest that Bangladeshi pupils are rising their attainment whilst there remains no meaningful changes in poverty levels in TH and a 5year period. It must be mentioned that the above started percentages with respect to the GCSE level eventually deciphers the prevailing gender gaps or differences amid the Bangladeshi boys as well as girls in a secondary school in Bethnal Green, East London. Furthermore, Demie & Lewis (2010a) stated that social class seems to matter more in relation to educational attainment for white British pupils than for minority ethnic groups generally. The study of (Connolly, 2006) revealed that social class and ethnicity apply a major influence on boys’ and girls’ GCSE performance rather than gender. Another study (Smart & Rahman, 2008) found reason behind Bangladeshi pupils’ education inconsistency the relevance of parents’ lack of education and more frequently going ‘back home’ for extended family visits with their children. According to Strand et. al. (2010) Bangladeshi parent lack of educational background and language difficulty hold them back to get involved in their children education effectively. Research found that the perspective of GCSE assessment and the teaching along with the curriculum structure might be the reason for comparatively poor presentation of boys generally in the context of education (Bhattacharyya et. al., 2003). Later another study by Haque (2000) found that Bangladeshi females in TH are improving constantly better than their male peer. In 2008 white British female students were ahead by 8.7%, as compared to their male peers in achieving good result, i.e. by attaining 5+ A*-C GCSE grade while Bangladeshi females were ahead by 12.9% in comparison to their male peers (Strand et. al., 2010). 2.4 Prevalence of Gender Gaps in Education Research on gender gaps in education generally amid white pupils and groups of ethnic minority, draws a significant gap in analysis of the gender gap in the Bangladeshi community in the UK generally and particularly in the East end of London of which Bethnal Green forms an important for the British Bangladeshi community in relation to GCSE performance. Research show (Ohrn, 2001) gender is wider across the generations through social networks and the importance gender, ethnic and parental involvements in early education (primary, secondary). In East London, there are many religious based schools and single-sex female schools with many of the pupils’ coming from the local Bangladeshi community. From previous studies, researchers identified few main reasons behind poor performances of Bangladeshi pupil: their late introduction to the UK education system, underprivileged socio-economic conditions, language difficulty, cultural and religious limitation, poor attendance in school, level of parental education, low expectations by teachers and parents’ racial antagonism at school (Amin et. al., 1997). Based on the findings of Sammons et. al. (2014), it can be apparently recognised that gender imbalance is one of the underlying barriers or causes for under-achievement of British Bangladeshi boys at GCSE level with respect to KS4. This gender imbalance is further ascertained to be based on several factors that entail ethnicity, family characteristics and gender as well. Research by Johnson and Kossykh (2008) found that mothers from ethnic minority groups are more likely to stay at home to look after their children, and to rely on a network of extended neighbours as well as friends or relatives. Research shows that the size of the educational gender gap differs by ethnicity with Bangladeshi (and Pakistani and Black) girls’ further ahead of boys’ from their own ethnic background as early as age 5 (Hansen & Jones, 2011). Research on education attainment found that it is not simply the social background of the individual that affects school performance at GCSE, it can be many other things (Chris & et. al., 2007). According to Bandura (1991), gender differences start from family and in very early age, parents buy toy for a girl such as- doll, cookery makeup. For boy’s car, doctors play set, super hero clothing and more. Therefore, there were a trend to make a judgement by gender but now girls’ got the high aspiration about their life knows how to achieve it (Woods & et. al., 2013; Ijaz & Abbas, 2010). 2.5 Potential Impacts of GCSE Attainment on the Academic Performance of the Students A study by Dumais (2002) found that female and higher-SES students are more likely to participate in cultural activities and that cultural capital imposes positive impacts on the academic presentation of the female students. It can be argued that educational attainment of Bangladeshi pupils has significantly improved for Bangladeshi girls’ in TH (THCCU, 2012). This is mainly owing to the reason that the role of homework and the time spent on it imposes an effect on GCSE attainment, as girls tend to invest much time on completing their respective homework as compared to boys (Warrington & et. al., 2000). It can be argued boys’ more laid-back and less worried about reaching their goals, boys’ face lack confidence to judge their own performance ability (Cox, 2000; Francis, 2000). The girls’ are more likely to do school work at home and to discuss their work with their peers which lead them achieve high academically. Denscombe (2000) argued GCSE exam a burden for students but the homework/coursework is useful towards easing the pressure, students sees the examinations is the only key to their accomplishment. There is evident (Warrington & et. al., 2000) that even though boys’ less valued coursework compare to girls’ but they do prioritise the importance of GCSE and felt equally pressurised as girls’. On the other hand some boys’ are over confident who believe their poor performance in previous tests won’t have an effect in exam even they did not rectify it. Boys’ tend to do the exam preparation in last minute unlike girls’ tends to be prepared few weeks early (Ibid & Frosh et. al., 2002). Peer pressure has an impact on educational achievement as well, such as; adolescents tend to develop close friendships from same gender with the idea that being cool, avoiding study is ‘male’ culture and conversely staying up to date academically is ‘female’ culture which is why both groups tend to keep it as it their identity (Gurian, 2001). Thus, teachers and schools need to consider ways to reach the target group of male students and provide support in enabling them to development the study skills needed (Warrington & et. al., 2000). 2.6 Role Play by Gender in GCSE Attainment Study by Daly (2002) found parent’s gender role messages to their children do differ based on the sex of their child and the subsequent communication of that role refer to a psychological identity for how male or female is or how they should be. That is called sex-typing, in this situation individuals feels they are restricted by their gender role (Ibid) and which influence them to behave in characterise as; masculine or feminine way (Lippa, 2005). Social cognitive theory by Bandura (1991) suggest, parents role reinforced on their child’s gender play. In contrast, according to McHale et. al. (2003), there is two important impacts liking gender and children: that sex composition of the couple impacts communication and that familial involvements impact gender development. Study (Daly, 2002) found that parent sex imposes considerable level of impact on communication than child sex on the same. Based on the findings of Sammons et. al. (2014), gender plays an effective role in GCSE attainment amid the Bangladeshi pupils in Bethnal Green consisting the boys and the girls. This role of gender could be ascertained in the form of raising the capability of such pupils in the context of reading along with writing English. 2.7 Conclusion The above review clearly represents the fact that completing homework by the boys along with the girls within a given time is recognised as one of the reasons behind causing gender imbalances in attaining GCSE within the communities of Bangladesh. From the above reviewed literatures, it can be affirmed that the findings of such literatures enabled addressing the framed research questions by ascertaining the basic barriers or causes for under-achievement of the Bangladeshi boys as well as girls at GCSE level and finding out the strategies to cope with the situation as well as attain influentially at KS4 level. It is worth mentioning that the research will extend the subject matter of the studied issue, as the topic is found to be much broad and realistic from a future perspective. While addressing the research topic about determining the strategies that need to be taken into concern for supporting the boys and the girls of Bangladeshi community to attain well at KS4, an example of Tower Hamlets Schools is essential to consider. It can be apparently observed that the schools within Tower Hamlets performed poorly. However, after the year 1998, the performance of the schools improved by a considerable level with the adoption and the execution of certain effective strategies. These strategies include establishing as well as offering superior quality of teaching as well as learning to the students, effective spending, community development, conducting partnerships and making greater use of externally government based policies among others (Husbands, 2014). In relation to the stated research study, the above discussed strategies could also be put in place in school X in Bethnal Green, East London for boys as well as girls in the Bangladeshi community to attain well at KS4. Certain gaps were also identified in the existing literatures those have been taken into concern for the purpose of reviewing in order to address the research questions framed as relevant to the research study. One of such gaps includes minimum level of exposure towards determining the strategies that could assist the boys and the girls in the Bangladeshi community to achieve well at the level of KS4. The criticism of present literatures on Bangladeshi pupil’s performance in the UK and gender imbalances between boys and girls can be measured in the form of finding out of appropriate strategies that would assist the Bangladeshi boys and girls to achieve well at KS4. It is to be affirmed thus that the selected literatures relate and influence the aims and the research questions along with findings by the way of increasing knowledge about varied significant aspects. These aspects entail prevalence of gender imbalance in education and issues relating to GCSE attainment amid the Bangladeshi learners. The stated research study will build upon or develop the above stated aspects by conducting a detailed research on the same in future. Chapter 3: Research Methodology 3.1 Introduction In this particular section, the reason for selecting the research design and the issues relating to the reliability as well as the validity of the study linked with the above framed research aims along with objectives has been discussed. While providing such rationale, various significant aspects have been taken into concern for discussion. In this regard, such aspects can be apparently reckoned as the use of an appropriate research paradigm as well as research approach or research strategy and the identification of the selected methods of data collection relevant to the study. Apart from these, the other vital aspects encompass providing a linkage between the selected research methodology and the research paradigm as well as approach and determining about how reliability along with validity aspects in the study has been assured. 3.2 Research Methodology The two methodological approaches central for educational research is qualitative and quantitative methods. This research will use quantitative (positivist) along with qualitative (interpretivist) research paradigms (mix methods), because of finding reliable and insightful reasons and to prove the validity and causes of gender imbalances and its consequences. It can therefore be affirmed that the research has not only used interpretivist research approach for enhancing the generalisability of the overall research findings. Qualitative research tries to identify underlying reasons and motivation and analyse non-statistical data (Merriam, 2014; Hammersley, 2013). Quantitative methods generally tend to determine the assumptions made in the context of holding behaviours that can be elaborated through the help of objective facts (Goertz & Mahoney, 2012; Balnaves & Caputi, 2001). Design along with instrumentation get convinced by depicting how prejudice and fault are eradicated. These two research methods often known as two fundamentally different approaches, through which researchers study the social world. Quantitative data consists of questionnaires and interviews, which also involves case studies and documents analysis. This research seeks to identify the factors affecting gender gaps and what strategies should be taken by the Bangladeshi boys and girls to attain well at KS4 level. Quantitative researches sometimes use qualitative data if there is a chance to explore further findings. Quantitative research is collecting numerical data for explaining an events which been analysed based on mathematical methods. If the research can be combined with a mixed method blending qualitative as well as quantitative approaches, it is more likely to produce useful information (Martha & Brenda, 2000). 3.3 Data Collection Methods Research questions are different from data collection questions meaning of a research question is answered on its own. Collecting data questions engage gathering relevant information in order to provide help with gathered necessary data to answer the research question (Pawar, 2004; Olsen, 2001). Most Researchers have a preference for the mixed-method technique so as to expand the opportunity for more in-depth inquiry and improve the diagnostic power of their research. The use of combined techniques (qualitative and quantitative) are neither paradigm- nor method-linked. Researcher’s explanation on their research and their methodological commitments will inform the reader how they used it. Sampling combinations include the techniques of random along with stratified purposeful sampling and criterion sampling specifically from instrument scores. Combination methods of data collection decipher detailed information of the used qualitative report fully for validation and every in-site information from interviews (Taylor, 2004). Researchers analyse qualitative data from direct observations, fieldworks, open-ended interviews, and on paper documents. Qualitative researchers stay engaged in characteristic inquiry, real-world study, produce rich descriptions and construct case studies (Patton, 2005). Philosophy, choices, strategies, approaches and techniques are innate parts of the methodology in a research. Strategy provides the whole route of the research and its process through which the actual research has carry out. Research strategies examples are case study, experiment, survey, action research, grounded theory and ethnography among others. Direct observation and participation are in research strategies used for disciplines. This method usually generates qualitative data and takes a considerable amount of time. Interviews can be structured or semi-structured beforehand. Standardized interview or an administered researcher survey is also known as structured interviews. This type of interview ensures that the questions will be same for all of its participants. On the other hand, semi-structured interviews allow a focused, informal and flexible discussion between the interviewer and the interviewee. From this, researchers will be able to gather richer and more useful information from the participants, which will hardly be possible in structured interviews (Whitcomb & Merrell, 2013; Jackson & Ingles, 1998). With respect to the above stated theoretical explanations about different methods of data collection, it can be affirmed that such methods have been taken into concern for collecting relevant data because of working upon the overall research results or findings and reaching for a valid conclusion of the study. This research will utilise quantitative and qualitative research paradigms to find out the most reliable and insight reasons and to prove their validity. For collecting quantitative data this research will handout questioners and take group and individual interviews with a minimum of ten teachers’ and deputy head teachers in secondary schools in the Bethnal Green ward and with a minimum of ten parents’ of children from the Bangladeshi community. Qualitative data for the research will use interviews, case study and documents analyses. This method is used because of facilitating the research to understand the causes of the gender imbalance (Keele, 2010; Klenke, 2008). Case study is also going to be used as an experiential inquest that explores a contemporary fact within its real-life situation, especially when the boundaries between phenomenon and context are not clear (Johnson & Christensen, 2013). This particular case study is mainly being conducted by analysing the responses and the experiences of the teachers, students and the parents involved within the study. Case study originally was chosen as the overarching research strategy. According to Saunders et. al. (2009), research strategy is “the general plan of how the researcher will go about answering the research questions”. This research will present the justification for executing the strategy of case study and greater level of adoption within the research. It requires a brief discussion of the theoretical source of research strategy and its position in this research methodological framework. In terms of providing justification concerning the case study in the stated research, the strategy will be duly discussed as well as justified. It can be argued that the research criteria will be followed in this research to certify the research validity and reliability. Specially mentioning, the collected data will be statistically analysed by representing the results or the responses of the participants in the form of graphs, charts and tables and the same being designed in MS-Excel. It is expected that the issues of misinterpretation of relevant data and inappropriate research findings may arise at the time of data triangulation or statistically analysing the overall research data. 3.4 Conclusion It is expected that the adoption of qualitative as well as quantitative approaches of research methodology and the use of varied methods of data collection that entail focus group interview and reflecting on case studies has certainly ensured the study to maintain its reliability and validity as well. Apart from this, it can be strongly believed that such adopted research techniques have also supported the study to reach into a valid conclusion and derive appropriate outcome. Chapter 4: Ethical Considerations 4.1 Introduction Ethical considerations are often regarded as ethical practices that aid a particular research study to collect relevant data in an appropriate way and likewise derive results for reaching into a valid conclusion. From a theoretical perspective, the ethical practice of a specific methodology terminology i.e. “do not harm” ensures that the research plan along with the techniques of conducting the research do not appear to be harmful for the participants in terms of their participation level. In relation to the above context, it is anticipated that the reliability as well as the validity of any research study get ensured after obtaining prior consent about participation from the involved participants of any research study. While considering rapport and friendship as the other ethical practice, the reliability and the validity of a research study could also be determined in the form of varied ways. These ways certainly include addressing along with mitigating any sort of language related difficulty, if any and treating the participants to be a friend for obtaining more relevant information from them (Sage Publications, 2007). Collection of primary data through questionnaire and interview from the participants without their prior consent is one of the ethical issues of this study. Thus, in the proposed research methodology, there laid the requirement of gaining prior consent from the respondents about their participation and conduct the process in an efficient way. One of the ethical considerations i.e. informed consent denotes gaining permission from the respondents with the assessment of any possible risk. This particular factor has been gained or made approved from the participants by the way of gate-keeping. From the perspective of confidentiality factor, as one of the other vital ethical considerations, a valid research conclusion could be attained by making sure that the information delivered to the researchers will kept as confidential and not harmed under any circumstance. On the other hand, the ethical practice of privacy as well as anonymity represents ensuring that the participation of the respondents is maintained privately, not revealing any sort of information about their personal identity. The benefits of the research include identifying the strategies for the boys and the girls in the community of Bangladesh to achieve well at KS4 and securing their education future. The potential risks of the research could be ascertained in the form of affecting the research results along with findings and improper dissemination of information to the involved participants. In this regard, the issue of dissemination could be dealt with accessing varied literatures that have been used relevant to the research study and pass these information to the readers. The appropriate identity and positioning influenced the data gathering procedure and analysis by coding as well as interpreting the same in such a way so that it could be understood by the involved participants. While conducting the role as a researcher, the relevance of power relations could be ascertained as building effective communication with the respondents involved in the study. 4.2 Ethical Practices Research is a disciplined inquiry, which includes its strict principle and aims to improve knowledge in the chosen filed as accurately as possible so society can be benefited from it. Ethical consideration is very important for research validity (BERA, 2004). This framework will give participants a lack of distinctiveness to believe that the process of the inquiry is trustworthy and participant’s privacy is respected. According to Concise Oxford dictionary confidentiality is defined by written and spoken in confidence and charge with secret and anonymity are defined as of unknown name and of unknown authorship and in ethics literature confidentiality is viewed as a principle of privacy (Oliver, 2003; Gregory, 2003). This research study will inform its participants in advance about the reasons for undertaking the study, who will be the beneficiary and how confidential will be their (participants) comments (protecting privacy). The questioner will not ask their name, age or their financial situation and every individual will be treated equally (treating people equitably). They will be provided a written document which will state clearly about the project’s purpose and aims and also explain their right of withdrawal at anytime (respecting autonomy) (Hammersley & Traianou, 2012). The local authority will get benefits from the research result by gathering and updating their statistics about their ‘Bangladeshi’ residents (largest community) achievements in education. Although there is so much positivity about the research but there is some possible risk as well. Despite trying to minimise participant’s potential harm but putting him/her in a group meeting, they might meet someone they know previously and they do not want to disclose their feelings in front of them but cannot even refuse. Result of a research study can sometime appear harmful. Although the potential of the study is not to harm anyone but sometime it caused damaged to an organisation and or a person’s reputation or their occupation (Hammersley & Traianou, 2012). Based on the discussed ethical practices, it could be affirmed that the research could get benefitted in terms of deriving actual results. On the other hand, the research study may face certain issues based on the discussed ethical practices based on the grounds of anonymity and privacy. Chapter 5: Data Analysis 5.1 Introduction In this section, the analysis methods, findings and discussion relevant to the stated research study will be discussed. 5.2 Methods of Analysis Certain methods have been duly utilised in the stated research study that include semi-structured questionnaire and semi-structured interview. Specially mentioning, the semi-structured questionnaire is conducted with 10 teachers and the semi-structured interviews were taken with 4 students or the children (2 bottom and 2 top; bottom=not having 5A*-C including core subjects & top= having 5A*-C including core subjects) based on their GCSE performance and the parents of these students. 5.3 Findings and Discussion 5.3.1 Findings (Questionnaire to the Teachers) In relation to question number 1, I used differentiation strategies in my lesson (see Appendix 1), it can be found that maximum of the teachers i.e. 5 out of 10 agreed and 4 strongly agreed about using differentiation strategies. This signifies the use of varied methods to develop the future career of the students. This research question is related to the study, as this denotes the ways through which the students can attain well at KS4. However, 1 out of the 10 participants neither agreed nor disagreed the above stated context. Fig.1: Use of differentiation strategies in lesson With respect to question number 2, I assessed children’s understanding or prior knowledge of a topic before a lesson (see Appendix 1). it can be found that a majority of the respondents i.e. 7 out of 10 teachers agreed and strongly agreed to the fact that they assess children’s understanding or prior knowledge of a topic before a lesson. This question is related to strategies for Bangladeshi girls and boys at KS2 by assessing their understanding level concerning the same. However, on the other hand, the remaining 3 participants neither agreed nor disagreed to the aforesaid aspect. This finding reveals that greater assessment of children’s understanding may develop effective strategies towards attaining well at KS4. Fig.2: Assessment of children understands before a lesson According to question number 3, I asked students to explain concepts to me or to the rest of the class (see Appendix 1), 6 out of the total 10 participants i.e. the teachers strongly agreed that they ask students to explain concepts to them or to rest of the class. However, only 4 of the teachers agreed to the same. This question is related to the strategies for Bangladeshi girls and boys in the form of clearly explaining the concepts rise by the students for accomplishing well at the level of KS4. Fig.3: Ask students to explain concepts to teachers or to the rest of the class Based on the responses obtained from question number 4, I asked students to use their home language for communication within the classroom (see Appendix 1), a majority of the participants i.e. 4 out of 10 teachers replied that they ask students to use their respective home language for communicating within the classroom. A home language is such a language based on which an individual becomes free to communicate and respond well to any critical situation. However, 3 of the teachers disagreed, 2 agreed and 1 remained neutral regarding the stated subject matter. Fig.4: Ask students to use home language for communication In relation to question number 5, I prepared worksheets and translate them into the students home language (see Appendix 1), 4 out of 10 teachers remained neutral about stating the fact that they prepare worksheets and translate the same into the student’s home language. On the other hand, 4 of such teachers disagreed and strongly disagreed to the above stated context. However, only 1 of the respondents was identified to agree the same. Fig.5: Prepare worksheets and translate into students’ home language With regards to question number 6, I worked alongside the EAL coordinator to plan my lesson (see Appendix 1), a greater portion of the respondents i.e. 4 and 1 out of 10 respondents i.e. the teachers agreed and strongly agreed respectively to the fact that they work alongside the EAL coordinator to plan their lesson. In this similar topic, 3 of such respondents remained neutral and 2 disagreed the stated context. Fig.6: Working alongside the EAL coordinator to plan lesson In accordance with the results derived from question number 7, I encouraged students to work with parents/carers to complete homework (see Appendix 1), a greater portion of the respondents i.e. 7 out of 10 participants i.e. the teachers agreed that they encourage students to work with parents/carers for completing homework. Apart from these, only 2 of the respondents strongly agreed and 1 of them remained neutral towards the aforesaid context. Fig.7: Encourage students to work with parents/carers to complete homework According to the responses acquired from question number 8, I think that students family background and expectation influence academic achievement (see Appendix 1). In this context, it can be found that 8 out of the total respondents strongly agreed and agreed as well regarding the fact that they think the family background and expectation of the students largely influence their respective academic achievement. However, only 1 of the remaining respondent neither agreed nor disagree the above stated fact. Fig.8: Students’ family background and expectation influence academic achievement With respect to question number 9, I presumed that socio-economic factors play a positive role in contributing to good academic performance (see Appendix 1). Accordingly, 4 out of 10 teachers agreed that the factor concerning socio-economic plays a positive part in contributing towards good academic performance. Furthermore, 3 of the respondents also strongly agreed to the aforesaid context. However, 2 of the respondents remained neutral and only 1 of them disagreed the above stated context. Fig.9: Positive role play by socio-economic factor in contributing to good performance Based on the responses acquired from the last question i.e. in my experience, girls outperform boys in all the academic subjects (see Appendix 1), it could be ascertained that 4 out of 10 participants agreed about girls outperform boys in all the academic subjects. Statistics of the specific school, with respect to GCSE attainment, revealed that boys had an under-attainment at the level of KS4 (i.e. they failed to attain 5 A* - C GCSE grade in Maths, Science and English) as compared to that of the girls, which might be due to the reason of gender gap in terms of ethnicity amid the community. In addition, 3 of such participants also strongly agreed to the same. However, 1 of such participants remained neutral and only 2 disagreed the aforementioned fact. Fig.10: Girls outperform boys in all the academic subjects In relation to the above context, 4 parents from School X in Bethnal Green have been chosen with whom the semi-structured interview has been conducted. The educational attainment level of such parents belonging to the Bangladeshi community has been kept as a moderate one. To obtain responses from the parents of a boy of a specific school X, who had a poor GCSE result failing to attain 5 A* - C GCSE grade including Maths, Science and English, a semi-structured interview was conducted (see Appendix 2). In response, the parents stated that it is quite important for their son and daughter to attain good results obtaining the above-mentioned grades in the respective subjects. In relation to the second question asked to the parents about recording their child’s progress, 2 of the parents elaborated the fact that they do keep a record of their child’s progress for several reasons. With regard to the question asked about how often they communicate with the school, especially the parents of a boy and a girl with a poor GCSE and hence, failing to attain 5 A* - C GCSE grade including Maths, Science and English, the responses specified that they often communicate with the school whenever required to obtain feedbacks about their child’s performance. In relation to question number 4 (see Appendix 2), such parents stated that they talk as a family in terms of determining the importance of education for varied reasons and also for reaping several significant benefits. These reasons and benefits could be developing the overall performance of their children and attaining well at the level of KS4. With respect to question numbers 5 and 6 (see Appendix 2), the aforesaid parents replied that their child possess little amount of influence on selecting the subjects and also minimum support is received from the school for help. Similar replies were obtained from the other parents of a girl with good GCSE, with 5 A* - C GCSE grade in Maths, Science and English depicting that it is much important for the parents that their daughter attain good grades in their respective GCSE exam. In accordance with the interview questions asked to the students particularly to boys with good and poor GCSE in terms of attaining 5 A* - C GCSE grade in Maths, Science and English and also not attaining the same (see Appendix 3), it could be found that the students both the girls and the boys considered the significance of accomplishing good grades in their respective GCSE exam for their parents. With regards to question number 2 (see Appendix 3), such students affirmed that they select the subjects, which they found to be comfortable with, like and enjoy. Based on the responses obtained from question number 3 (see Appendix 3), it can be found that the students especially the boys with good and poor GCSE in terms of attaining grade ay KS4 level consider the importance of talking as a family in terms of signifying the importance of education. According to question numbers 4 “Do you aspect anything from your parents in returns for your performance? E.g.?” and 5 “Do you aspect anything from your school in returns for your performance? E.g” (see Appendix 3), such students opined that they expect something from their parents in return for performance and does not expect anything from the schools in return for the same. Most vitally, relating to question number 6 (see Appendix 3), the students revealed that the schools did not provided any support to select their future career, exam and job. However, a mixed response was attained from the students while asking them about the question number 7 “Do your parents keep a record of your progress? What do you think about it?” (see Appendix 3), whether their parents do keep a record of their progress or not. According to the results obtained from the last question i.e. question number 8 (see Appendix 3), it can be found that parents of such students attend parents meetings on a regular basis. While asking the above stated questions to other participants i.e. the girls with good and poor GCSE grade at KS4 level, certain similar responses with that of the boys were attained. These similar responses were mainly attained relating to the questions concerning the importance of attaining good grades signified as 5 A* - C GCSE grade in Maths, Science and English, influence of the parents, if any, while selecting subjects and talking as a family in terms of determining the significance of education. However, in relation to question number 4, “Do you aspect anything from your parents in returns for your performance? E.g” (see Appendix 3), certain differences could be found between the students especially the boys and girls with poor and good GCSE. Though the responses of question number 5 (see Appendix 3) are found to be similar, disparities could also be observed with respect to question number 6 (see Appendix 3). Finally, the last two questions i.e. question numbers 7 and 8 also provided certain similarities with that of the boys having good and poor GCSE. 5.3.2 Discussion Based on the responses acquired from the semi-structured questionnaire involving teachers of a secondary school belonging to Bethnal Green, East London, it can be ascertained that schools perform certain activities as a set of effective strategies to help the boys and girls attain good grade or result of 5 A* - C GCSE in Maths, Science and English at KS4 level. It is worth mentioning that the teachers of a specific school of Bethnal Green have been taken into concern for the stated research study in order to improve the reliability factor of the same. Such activities or practices are identified as using differentiation strategies in lessons and assessing the understanding of children or prior knowledge of a topic before a lesson among others. In this regard, differentiation strategies imply the activities that need to be performed for improving a critical situation (Cummins & Swain, 2014). Thus, it is clear that only one particular school has been researched for ascertaining the overall findings of the study. It will be vital to mention in this regard that using home language would support the students to build effective communication within the classroom and likewise make good results at KS4 level through several ways. In this case, home language denotes the native language that the students often use (Rodriguez et. al., 2014). As per the responses obtained from the participants of the study, socio-economic factors those entail both social and economical factors, play a positive role in contributing towards good academic performance. This can be justified with reference to the fact that better educated parents can understand well about the education needs of their children as compared to others (Azhar et. al., 2013). Apart from this, varied family stress related factors such as family income is also regarded as one of the determinants towards enhancing the academic performance of the students by a considerable extent (Mushtaq & Khan, 2012). With regards to justifying the fact that the factor concerning socio-economic contributes in making better academic performance of the students, it is to be affirmed that providing better and favourable learning environment would eventually result into making the boys as well as the girls within different communities of Bangladesh to attain well at KS4 (Ahmar & Anwar, 2013). However, it is also strongly believed that the academic performance of the students of secondary schools gets impacted by the socio-economic factor in terms of fulfilling the desired needs of the learners and also urging the requirement towards enhancing overall academic performance to the maximum possible extent (Farooq et. al., 2011). In relation to the conduct of semi-structured interview especially with 4 parents of boys and girls with good as well as poor GCSE in terms of attaining good grade of 100 & at KS4 level, significant aspects were observed that cause under-achievement at the level of GCSE and assist students of secondary schools towards attaining well at KS4. For instance, the involvement of the parents in building effective communication with the school certainly opens the way of addressing and mitigating the situation of under-achievement at GCSE level (Canary & Hause, 1993). While asking relevant research questions to the parents in the form of conducting semi-structured interview, it could be ascertained that the participants i.e. the parents do not receive adequate support from the schools to help their child in career development. Thus, this could be duly considered as one of the crucial underlying barriers or causes for under-attainment at GCSE amid the boys of British Bangladeshi as compared to females belonging to the similar ethnic background (Rogers & Hallam, 2006). From the perspective of the responses obtained from 4 (2 bottom and 2 top) children or the students based on their overall GCSE performance, it can be clearly understood that their parents remain much concerned about making them to attain good grades in their respective GCSE exam. This may be owing to the reason that by attaining high grades in such exam, they can avail good job in future and likewise earn huge figure of money. As per the responses obtained from the children or the students through the conduct of semi-structured interview, it can be affirmed that there lays the probability of enabling the British Bangladeshi boys to cope up with the adverse situation of under-achievement and excel the reasons behind the cause of gender imbalance in GCSE attainment within different communities of Bangladesh. One of such probability generally rises at the time when students receive quality support from the schools in the context of selecting their future career, exam or job (Carter, 2002; Davis, 2000). 5.4 Conclusion By taking into concern the above discussed results and analysis section, it can be ascertained that there lay various strategies, which can assist the boys as well as the girls of Bangladeshi community to attain well at KS4 level. One of the prime reasons behind the British Bangladeshi boys’ under-achievement at GCSE level as compared to the females could be recognised as the prevalence of gender differences and lack of support gained from the teachers. Chapter 6: Conclusions From the above discussed findings and analysis, certain tentative conclusions can be drawn. One of such tentative conclusions can be ascertained that gender gaps particularly in the field of education contribute in affecting the academic performance of the British Bangladeshi boys as compared to girls. It can be affirmed that the research evidence and findings relating to the stated study are valid, as real and authentic sources have been taken into concern for discussion in order to reach into a valid conclusion. This validity of the research evidence and findings eventually raised the reliability of the research study by a considerable extent. By taking into concern the results derived from the stated research study, it can be affirmed that the findings or the conclusions of the same developed, challenged or extended the existing knowledge in the academic field through varied ways. These ways included understanding the knowledge of gender gaps or differences, importance of building effective communication with the respective schools and involvement of the parents in developing the academic performance of the boys as well as the girls belonging to different communities of Bangladesh. In any research study, there lay certain limitations that eventually hamper the feasibility and the acceptability of the same. Similarly, certain limitations were also identified to get persisted in the stated research study. In this regard, consideration of a small sample could be determined as one of the limitations of the study, affecting the generalisability of the same by an extensive level. Thus, it can be affirmed that selecting the sample worked well and likewise considering small figure of participants did not work well in the study. By taking into concern the aforesaid limitations as well as the shortcomings, something different needs to be done for ascertaining better results in near future. In this regard, one of such aspects could be reckoned as considering large sample size of the populaces, which is projected to improvise the generalizability of the overall research findings. It must be mentioned that the above stated limitations could hamper the research study in terms of imposing significant level of impact on the overall results along with findings pertaining to the stated research study. Thus, in conclusion, it can be affirmed that the specific secondary schools need to adopt and execute certain effective strategies for helping Bangladeshi boys as well as girls to attain well at GCSE level and make good result i.e. attaining 5 A* - C GCSE grade including the subjects of Maths, Science and English. These strategies include ensuring good teaching on behalf of the teachers to the students and conducting effective classroom management among others. It can be affirmed that the existing strategies do help the Bangladeshi boys along with girls to do well at GCSE. This is mainly owing to the reason that the policies formulated by the respective government of the UK and also the adoption of specific school strategies eventually supported the Bangladeshi boys as well as girls in Bethnal Green to attain well at KS4. However, there lay certain reasons for which the strategies remain ineffective in closing the gender gap between Bangladeshi boys and girls in Bethnal Green. 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