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This may be the author’s version of a work that was submitted/accepted for publication in the following source: Kennedy, John, Lyons, Terry, & Quinn, Frances (2014) The continuing decline of science and mathematics enrolments in Aus- tralian high schools. Teaching Science, 60 (2), pp. 34-46. This file was downloaded from: https://eprints.qut.edu.au/73153/ c Copyright 2014 Australian Science Teachers Association This work is covered by copyright. Unless the document is being made available under a Creative Commons Licence, you must assume that re-use is limited to personal use and that permission from the copyright owner must be obtained for all other uses. If the docu- ment is available under a Creative Commons License (or other specified license) then refer to the Licence for details of permitted re-use. It is a condition of access that users recog- nise and abide by the legal requirements associated with these rights. If you believe that this work infringes copyright please provide details by email to [email protected] Notice: Please note that this document may not be the Version of Record (i.e. published version) of the work. Author manuscript versions (as Sub- mitted for peer review or as Accepted for publication after peer review) can be identified by an absence of publisher branding and/or typeset appear- ance. If there is any doubt, please refer to the published source. http:// asta.edu.au/ article/ Teaching-Science-article-hits-on-hot-topic-in-Science-education-50

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Page 1: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

This may be the author’s version of a work that was submitted/acceptedfor publication in the following source:

Kennedy, John, Lyons, Terry, & Quinn, Frances(2014)The continuing decline of science and mathematics enrolments in Aus-tralian high schools.Teaching Science, 60(2), pp. 34-46.

This file was downloaded from: https://eprints.qut.edu.au/73153/

c© Copyright 2014 Australian Science Teachers Association

This work is covered by copyright. Unless the document is being made available under aCreative Commons Licence, you must assume that re-use is limited to personal use andthat permission from the copyright owner must be obtained for all other uses. If the docu-ment is available under a Creative Commons License (or other specified license) then referto the Licence for details of permitted re-use. It is a condition of access that users recog-nise and abide by the legal requirements associated with these rights. If you believe thatthis work infringes copyright please provide details by email to [email protected]

Notice: Please note that this document may not be the Version of Record(i.e. published version) of the work. Author manuscript versions (as Sub-mitted for peer review or as Accepted for publication after peer review) canbe identified by an absence of publisher branding and/or typeset appear-ance. If there is any doubt, please refer to the published source.

http:// asta.edu.au/ article/ Teaching-Science-article-hits-on-hot-topic-in-Science-education-50

Page 2: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

34 teachingscience

Is there a crisis in Australian science and mathematics education? Declining enrolments in upper secondary Science and Mathematics courses have gained much attention IURP�WKH�PHGLD��SROLWLFLDQV�DQG�KLJK�SURÀOH�VFLHQWLVWV�RYHU�WKH�ODVW�IHZ�\HDUV��\HW�WKHUH�is no consensus amongst stakeholders about either the nature or the magnitude of the FKDQJHV��:H�KDYH�FROOHFWHG�UDZ�HQUROPHQW�GDWD�IURP�WKH�HGXFDWLRQ�GHSDUWPHQWV�RI�each of the Australian states and territories from 1992 to 2012 and analysed the trends IRU�%LRORJ\��&KHPLVWU\��3K\VLFV��WZR�FRPSRVLWH�VXEMHFW�JURXSV��(DUWK�6FLHQFHV�DQG�0XOWLGLVFLSOLQDU\�6FLHQFHV���DV�ZHOO�DV�HQWU\��LQWHUPHGLDWH�DQG�DGYDQFHG�0DWKHPDWLFV��7KH�UHVXOWV�RI�WKHVH�DQDO\VHV�DUH�GLVFXVVHG�LQ�WHUPV�RI�SDUWLFLSDWLRQ�UDWHV��UDZ�HQUROPHQWV�and gender balance. We have found that the total number of students in Year 12 LQFUHDVHG�E\�DURXQG�����IURP������WR������ZKLOH�WKH�SDUWLFLSDWLRQ�UDWHV�IRU�PRVW�6FLHQFH�DQG�0DWKHPDWLFV�VXEMHFWV��DV�D�SURSRUWLRQ�RI�WKH�WRWDO�<HDU����FRKRUW��IHOO��%LRORJ\���������&KHPLVWU\��������3K\VLFV��������0XOWLGLVFLSOLQDU\�6FLHQFH��������LQWHUPHGLDWH�0DWKHPDWLFV���������DGYDQFHG�0DWKHPDWLFV�������LQ�WKH�VDPH�SHULRG��7KHUH�ZHUH�LQFUHDVHG�SDUWLFLSDWLRQ�UDWHV�LQ�(DUWK�6FLHQFHV���������DQG�HQWU\�0DWKHPDWLFV���������,Q�HDFK�FDVH�WKH�JUHDWHVW�UDWHV�RI�FKDQJH�RFFXUUHG�SULRU�WR������DQG�KDYH�EHHQ�VORZHU�and steadier since. We propose that the broadening of curriculum offerings, further driven E\�VWXGHQWV·�VHOI�SHUFHSWLRQ�RI�DELOLW\�DQG�SHUFHSWLRQV�RI�VXEMHFW�GLIÀFXOW\�DQG�XVHIXOQHVV��are the most likely cause of the changes in participation. While these continuing declines may not amount to a crisis, there is undoubtedly serious cause for concern.

7+(�&217,18,1*�'(&/,1(�2)�6&,(1&(�$1'�0$7+(0$7,&6�(152/0(176�,1�$8675$/,$1�+,*+�6&+22/6

By John Kennedy, Terry Lyons and Frances Quinn

,1752'8&7,21Is there a crisis in Australia’s science and

mathematics education? There has certainly

EHHQ�VLJQLÀFDQW�PHGLD�FRYHUDJH�RI�WKLV�LVVXH�RYHU�WKH�ODVW�IHZ�\HDUV��WKRXJK�WKH�HYLGHQFH�SURYLGHG�DSSHDUV�FRQIXVLQJ�DQG�DW�WLPHV�HYHQ�FRQWUDGLFWRU\��$�VWXG\�FRPPLVVLRQHG�E\�$XVWUDOLD·V�&KLHI�6FLHQWLVW�FRQFOXGHG�WKDW�DOO�WKH�PDLQ�KLJK�VFKRRO�VFLHQFHV�ZHUH�experiencing continuing and dramatic

GHFOLQHV��*RRGUXP��'UXKDQ���$EEV���������+RZHYHU��WKH�VFDOH�RI�WKRVH�UHSRUWHG�

declines has since been questioned (Ferrari,

������OHDGLQJ�WR�FRQIXVLRQ�RYHU�WKH�DFWXDO�ÀJXUHV��:KDWHYHU�WKHLU�WUXH�VFDOH��LW�LV�FOHDU�WKDW�JRYHUQPHQW�DQG�LQGXVWU\�ERGLHV�EHOLHYH�WKDW�WKHVH�GHFOLQHV�LQ�VFLHQFH�and mathematics education need to be

DGGUHVVHG��

At the senior high scKRRO�OHYHO�D�QXPEHU�RI�UHSRUWV��H�J��$LQOH\��.RV���1LFKRODV��2008; Dekkers & de Laeter, 2001; Hackling,

Goodrum, & Rennie, 2001; Hassan &

Treagust, 2003) point to either a decline

Page 3: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

Volume 60 | Number 2 | June 2014 35

The continuing decline of science and mathematics enrolments in Australian high schools

V\VWHPV�DFURVV�WKH�FRXQWU\��7KHUH�are presently ten recognised school-

OHDYLQJ�TXDOLÀFDWLRQV�DGPLQLVWHUHG�E\�HLJKW�LQGLYLGXDO�VWDWH�DQG�WHUULWRU\�JRYHUQPHQWV�DQG�RQH�LQWHUQDWLRQDO�organisation (Masters, Forster, Matters, &

7RJQROLQL���������'HSHQGLQJ�RQ�MXULVGLFWLRQ��VWXGHQWV�YDULRXVO\�start secondary schooling in

either Year 7 or Year 8, aged

12 or 13 years old, and are

legally required to remain

in compulsory education,

employment or training until

WKH�DJH�RI�����3ULRU�WR�������the compulsory school age

YDULHG�EHWZHHQ����DQG����RQ�D�VWDWH�E\�VWDWH�EDVLV��Across all states and territories,

English, Mathematics and

6FLHQFH�DUH�FRPSXOVRU\�VXEMHFWV�XQWLO�WKH�HQG�RI�Year 10 and English remains

compulsory in Years 11 and 12 except

LQ�WKH�$XVWUDOLDQ�&DSLWDO�7HUULWRU\��$&7���6WXGHQWV�JHQHUDOO\�VHOHFW�D�IXUWKHU�WKUHH�WR�ÀYH�RWKHU�VXEMHFWV�IURP�WKRVH�RIIHUHG�E\�LQGLYLGXDO�VFKRROV�WR�FRPSOHWH�WKHLU�VHQLRU�VWXGLHV��$OWHUQDWLYH�FXUULFXOD�VXFK�as the International Baccalaureate

�,%��DGG�D�OD\HU�RI�FRPSOH[LW\��ZLWK�,%�HQUROPHQWV�DFFRXQWLQJ�IRU�DURXQG������RI�WRWDO�<HDU����HQUROPHQWV�LQ�������7KURXJKRXW�WKLV�SDSHU�ZH�KDYH�XVHG�WKH�WHUP�HQUROPHQW�WR�PHDQ�VWXGHQWV�ZKR�KDYH�HQUROOHG�LQ�D�VFKRRO�LQ�$XVWUDOLD�LQ�WKHLU�ÀQDO�\HDU�RI�HGXFDWLRQ�DQG�KDYH�EHHQ�SUHVHQWHG�IRU�PDWULFXODWLRQ�WR�WKHLU�VWDWH�HGXFDWLRQ�ERG\��(QUROPHQW�GRHV�QRW�QHFHVVDULO\�UHIHU�WR�VXFFHVVIXO�FRPSOHWLRQ�RI�WKH�FRXUVH�

An important issue to consider in

interpreting enrolment trends is the

FODVVLÀFDWLRQ�XVHG�WR�UHIHU�WR�WKH�PXOWLWXGH�RI�FRXUVH�RSWLRQV�DFURVV�GLVSDUDWH�HGXFDWLRQDO�MXULVGLFWLRQV��7KH�FODVVLÀFDWLRQ�RI�WKH�´FRUHµ�VFLHQFH�VXEMHFWV��%LRORJ\��&KHPLVWU\�DQG�3K\VLFV��DFURVV�$XVWUDOLD�LV�IDLUO\�VWUDLJKWIRUZDUG�DQG�FRQVLVWHQW��+RZHYHU��RWKHU�6FLHQFH�FRXUVHV�KDYH�EHHQ�LQFOXGHG�LQ�KLVWRULFDO�DQDO\VHV�DQG�FDWHJRULVHG�YDULRXVO\�DW�GLIIHUHQW�WLPHV��7DEOH�����,Q�WKLV�SDSHU�ZH�DOVR�FRQVLGHU�WKH�JURXSLQJV�(DUWK�6FLHQFHV�DQG�0XOWLGLVFLSOLQDU\�6FLHQFH��:H�QRWH�WKDW�ZKLOH�+DVVDQ�DQG�7UHDJXVW��������DQG�$LQOH\�HW�DO���������LQFOXGHG�

in science education enrolments in

$XVWUDOLD�RU��DW�EHVW��]HUR�JURZWK�RYHU�WKH�ORQJ�WHUP��6WXGLHV�LQWR�WKH�VWDWH�RI�Mathematics (Barrington, 2006; Thomson,

������KDYH�UHSRUWHG�VLPLODU�OHYHOV�RI�GHFOLQH�LQ�SDUWLFLSDWLRQ�

7KH�WUHQGV�UHSRUWHG�LQ�$XVWUDOLD�KDYH�EHHQ�HFKRHG�WR�YDULRXV�H[WHQWV�LQ�D�QXPEHU�RI�FRXQWULHV�DFURVV�WKH�JOREH�LQFOXGLQJ�(QJODQG�DQG�:DOHV��6PLWK��2011), France (Charbonnier & Vayssettes,

2009), India (Garg & Gutpa, 2003), Israel

�7UXPSHU���������DQG�-DSDQ��6FKOHLFKHU�& Ikeda, 2009) thus suggesting that the

FDXVHV�RI�WKH�FKDQJHV�PD\�JR�EH\RQG�QDWLRQDO�DQG�FXOWXUDO�ERUGHUV�

,W�LV�LPSRUWDQW�WR�UHVROYH�WKHVH�FRQÁLFWLQJ�PHVVDJHV�DQG�FODULI\�WKH�VWDWH�RI�HQUROPHQW�WUHQGV�LQ�KLJK�VFKRRO�6FLHQFH�DQG�0DWKHPDWLFV�FRXUVHV��7KLV�LV�HVSHFLDOO\�VR�JLYHQ�WKH�LQFUHDVLQJ�UHTXLUHPHQW�IRU�FLWL]HQV�WR�PDNH�LQIRUPHG�GHFLVLRQV�DERXW�VRFLR�VFLHQWLÀF�LVVXHV�VXFK�DV�UHQHZDEOH�HQHUJ\�SURGXFWLRQ��FRUDO�UHHI�GHJUDGDWLRQ�RU�FOLPDWH�FKDQJH��)XUWKHUPRUH��DQDO\VHV�RI�SUHYLRXV�WUHQGV�LQ�$XVWUDOLD�DUH�QRZ�VHYHUDO�\HDUV�ROG�DQG�LW�LV�FUXFLDO�WKDW�SROLF\�DQG�SODQQLQJ�LQLWLDWLYHV�DUH�EDVHG�on the most accurate and up to date

LQIRUPDWLRQ��7KLV�LV�HVSHFLDOO\�WUXH�JLYHQ�WKH�H[SHQVH�RI�HGXFDWLRQ�DQG�WKH�FXUUHQW�FRQWH[W�RI�IXQGLQJ��.HOO\��������

7KLV�SDSHU�SURYLGHV�D�IUHVK�DQDO\VLV�RI�$XVWUDOLDQ�VHQLRU�KLJK�VFKRRO�6FLHQFH�DQG�0DWKHPDWLFV�HQUROPHQW�WUHQGV�RYHU�WKH�ODVW�WZR�GHFDGHV��EDVHG�RQ�UHFHQW�VWDWH�DQG�WHUULWRU\�HQUROPHQW�GDWD��7KH�trends in the participation rates are

GLVFXVVHG�ERWK�LQGLYLGXDOO\�DQG�LQ�WKH�ZLGHU�FRQWH[W�RI�VFKRRO�6FLHQFH��6RPH�RI�WKH�FRQIXVLRQ�VXUURXQGLQJ�WKH�WUHQGV�LV�FODULÀHG�DQG�ZH�VKRZ�WKDW�HQUROPHQWV�LQ�WKH�PDMRULW\�RI�6FLHQFH�DQG�Mathematics courses are continuing

WR�GHFOLQH��7R�IXOO\�XQGHUVWDQG�WKHVH�trends requires a deeper analysis

WKDQ�FDQ�EH�RIIHUHG�LQ�WKLV�SDSHU��KRZHYHU�VRPH�JHQHUDO�FRQFOXVLRQV�DQG�UHFRPPHQGDWLRQV�DUH�RIIHUHG�

%$&.*5281'7R�XQGHUVWDQG�WKH�FRQWH[W�RI�VHQLRU�school enrolments in Australia requires

DQ�RYHUYLHZ�RI�WKH�HGXFDWLRQ�

The declines

seen in most

subject areas

KDYH�EHHQ�RFFXUULQJ�IRU�WZR�GHFDGHV��GR�HYHQ�VPDOO�GHFOLQHV�QRZ�amount to a

crisis?

Page 4: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

36 teachingscience

FRQWHQW��$OWKRXJK�WKHVH�FDWHJRULHV�seem clear-cut, to categorise a

SDUWLFXODU�0DWKHPDWLFV�FRXUVH�IDLUO\�UHTXLUHV�DQDO\VLV�RI�WKH�FRQWHQW�RI�FRXUVH�V\OODEXV�ZKLFK��LQ�VRPH�FDVHV��LV�YHU\�GLIÀFXOW��)XUWKHUPRUH��D�VXEVHW�RI�elementary Mathematics courses is not

able to be included in the calculation

RI�$XVWUDOLDQ�WHUWLDU\�DGPLVVLRQ�UDQNV��$7$5���)RU�WKH�SXUSRVHV�RI�WKLV�DQDO\VLV�the Elementary Mathematics group

LV�WKHUHIRUH�VSOLW�LQWR�%DFNJURXQG�0DWKHPDWLFV�DQG�HQWU\�0DWKHPDWLFV�

35(9,286�678',(6�2)�$8675$/,$1�6&,(1&(�$1'�0$7+(0$7,&6�(152/0(176Dekkers, de Laeter and Malone (1986)

EHJDQ�D�V\VWHPDWLF�SURFHVV�RI�WUDFNLQJ�<HDU����VWXGHQW�HQUROPHQWV�LQ�6FLHQFH�DQG�0DWKHPDWLFV�ZLWK�IROORZ�XS�VWXGLHV�DW�WKH�WXUQ�RI�WKH�PLOOHQQLXP��'HNNHUV�& de Laeter, 2001; Dekkers & Malone,

�������7KHVH�UHSRUWV�VKRZHG�WKDW�DV�WKH�SURSRUWLRQ�RI�VWXGHQWV�FRQWLQXLQJ�beyond post-compulsory education

LQFUHDVHG��6FLHQFH�HQUROPHQWV�VORZO\�but steadily climbed to a peak around

�����EHIRUH�IDOOLQJ�DZD\�WRZDUGV�WKH�HQG�RI�WKH�GHFDGH��7KH\�DOVR�IRXQG�WKDW�Intermediate Mathematics enrolments

IROORZHG�D�YHU\�VLPLODU�SDWWHUQ�WR�6FLHQFH�HQUROPHQWV��FRLQFLGLQJ�LQ�WKHLU�SHDNV�LQ�������\HW�$GYDQFHG�

3V\FKRORJ\�DV�D�6FLHQFH�FRXUVH��LWV�XQDYDLODELOLW\�LQ�VRPH�KLJK�SRSXODWLRQ�VWDWHV�DQG�LWV�SURPRWLRQ�HOVHZKHUH�DV�D�VRFLDO�VFLHQFH�KDYH�OHG�XV�WR�H[FOXGH�LW�IURP�WKLV�GLVFXVVLRQ�IRU�WKH�VDNH�RI�FODULW\�

&ODVVLÀFDWLRQ�RI�0DWKHPDWLFV�FRXUVHV�KDV�SURYHQ�WR�EH�HTXDOO\�FRPSOH[��&RXUVHV�WHQG�WR�EH�GHÀQHG�GHSHQGLQJ�RQ�WKHLU�FRQWHQW�RU�RQ�WKHLU�SDWKZD\V�WR�WHUWLDU\�HGXFDWLRQ��7DEOH���VKRZV�WKH�KLVWRULFDO�FODVVLÀFDWLRQ�RI�WKH�Mathematics courses and their general

68%-(&76�$1$/<6('

'(..(56�$1'�'(�/$(7(5�������

$,1/(<��.26�$1'�1,&+2/$6�������

.(11('<��/<216�$1'�48,11�������

Biology

Human Biology

Chemistry

3K\VLFV

Geology

(QYLURQPHQWDO�6FLHQFH

Agriculture

$OWHUQDWLYH�6FLHQFH

3K\VLFDO�6FLHQFH

*HQHUDO�6FLHQFH

2WKHU�6FLHQFHV

3V\FKRORJ\

Table 1:�6FLHQFH�VXEMHFWV�KLVWRULFDOO\�DQDO\VHG�E\�SUHYLRXV�UHVHDUFKHUV�

'(..(56��'(�/$(7(5�$1'�

0$/21(��������&/$66,),&$7,21

%$55,1*721��������

&/$66,),&$7,21

.(11('<��/<216�$1'�48,11��������

&/$66,),&$7,21

*(1(5$/�&2856(�&217(17

/RZ Elementary

Background

Terminal Mathematics courses that are not

GHVLJQHG�IRU�IXUWKHU�WHUWLDU\�VWXG\�DQG�GR�QRW�FRQWULEXWH�WRZDUGV�WHUWLDU\�DGPLVVLRQV�UDQN�

Entry

Terminal Mathematics courses that are not

GHVLJQHG�IRU�IXUWKHU�WHUWLDU\�VWXG\�\HW�GR�FRQWULEXWH�WR�WKH�FDOFXODWHG�WHUWLDU\�DGPLVVLRQV�UDQN�

Intermediate Intermediate Intermediate

0DWKHPDWLFV�FRXUVHV�WKDW�SURYLGH�D�VDWLVIDFWRU\�NQRZOHGJH�EDVH�IRU�WHUWLDU\�FRXUVHV�UHTXLULQJ�minimal understanding

High $GYDQFHG $GYDQFHG0DWKHPDWLFV�FRXUVHV�WKDW�SURYLGH�D�VSHFLDOLVHG�NQRZOHGJH�EDVH�IRU�WHUWLDU\�VWXGLHV�LQ�FRXUVHV�VXFK�DV�HQJLQHHULQJ�DQG�SK\VLFDO�VFLHQFH�

Table 2: *HQHUDO�FODVVLÀFDWLRQV�RI�$XVWUDOLDQ�KLJK�VFKRRO�0DWKHPDWLFV�FRXUVHV�

Page 5: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

Volume 60 | Number 2 | June 2014 37

OHYHO��,Q�KHU�YLHZ��WKH�PDWKHPDWLFDO�DELOLW\�UHTXLUHG�RI�VWXGHQWV�VWXG\LQJ�DW�WKH�LQWHUPHGLDWH�OHYHO�LQ�VRPH�VWDWHV�ZDV�PXFK�JUHDWHU�WKDQ�DW�WKH�HOHPHQWDU\�OHYHO��\HW�WKLV�ZDV�not necessarily equitably

UHZDUGHG�LQ�WKHLU�ÀQDO�PDUNV��%DUULQJWRQ��������VKRZHG�WKDW�ZKLOH�HQUROPHQWV�LQ�$GYDQFHG�Mathematics seemed to be

UHDVRQDEO\�VWDEOH��WKH�WUHQG�IRU�students to select Elementary

0DWKHPDWLFV�LQ�SUHIHUHQFH�WR�,QWHUPHGLDWH�KDV�SHUVLVWHG�

0(7+2'6

Data Collection

6WDWH�DQG�WHUULWRU\�FXUULFXOXP�DXWKRULWLHV�SXEOLVK�UDZ�HQUROPHQW�GDWD�DQQXDOO\�IRU�HYHU\�<HDU����FRXUVH�LQ�D�YDULHW\�RI�IRUPV�LQFOXGLQJ�PHGLD�JXLGHV�DQG�DQQXDO�UHSRUWV�WR�JRYHUQPHQW��DQG�the national statistics presented here

ZHUH�FRPSLOHG�IURP�WKHVH�LQGLYLGXDO�UDZ�GDWD�VHWV��7KH�\HDU������ZDV�VHOHFWHG�DV�D�6FLHQFH�EDVH�OHYHO�DV�WKH�ZRUN�RI�'HNNHUV�DQG�GH�/DHWHU��������KDG�DOUHDG\�VKRZQ�WKLV�DV�WKH�\HDU�LQ�ZKLFK�SDUWLFLSDWLRQ�UDWHV�SHDNHG�DQG�UHWHQWLRQ�UDWHV�IURP�<HDU����WR�<HDU����VWDELOLVHG�DW�DURXQG������7KHUH�ZHUH�also major curriculum changes in a

QXPEHU�RI�VWDWHV�DQG�WHUULWRULHV�DURXQG�WKLV�WLPH��VR�LQFOXVLRQ�RI�GDWD�IURP�HDUOLHU�\HDUV�ZRXOG�QRW�FODULI\�WKH�HQUROPHQW�WUHQGV�RI�WKH�WZHQW\�ÀUVW�FHQWXU\��7KH�\HDU������ZDV�VHOHFWHG�DV�WKH�EDVH�OHYHO�IRU�0DWKHPDWLFV�HQUROPHQWV��LQ�NHHSLQJ�ZLWK�%DUULQJWRQ�DQG�%URZQ���������VLQFH�FDWHJRULVLQJ�FRXUVHV�SULRU�to this is unreliable due mainly to course

GHVLJQDWLRQV�LQ�9LFWRULD��9LF��

'HÀQLWLRQV�DQG�&RQVWUDLQWV

(DFK�RI�WKH�GLIIHUHQW�VWDWH�DQG�WHUULWRU\�ERDUGV�RIIHUV�6FLHQFH�VXEMHFWV�XQGHU�VOLJKWO\�GLIIHUHQW�WLWOHV��,Q�WKLV�VWXG\��HQUROPHQWV�IRU�%LRORJ\�DOVR�LQFOXGH�HQUROPHQWV�IRU�+XPDQ�%LRORJ\��6RPH�ERDUGV�RIIHU�*HRORJ\��(QYLURQPHQWDO�6FLHQFH��DQG�(DUWK�DQG�(QYLURQPHQWDO�6FLHQFH��DQG�KHUH�WKHVH�DUH�JURXSHG�XQGHU�WKH�WHUP�(DUWK�6FLHQFHV��6LPLODUO\��VRPH�OHVV�VSHFLDOLVHG�6FLHQFH�FRXUVHV�VXFK�DV�6HQLRU�6FLHQFH�LQ�1HZ�6RXWK�

Mathematics enrolments declined

VWHDGLO\�WKURXJK�WKH�SHULRG��+DVVDQ�DQG�Treagust (2003) expanded on these

studies by considering the declines in

6FLHQFH�DQG�0DWKHPDWLFV�LQ�WKH�FRQWH[W�RI�RWKHU�NH\�OHDUQLQJ�DUHDV��./$��

'HNNHUV�HW�DO���������DWWULEXWHG�PXFK�RI�WKH�REVHUYHG�LQFUHDVHV�LQ�ERWK�6FLHQFH�DQG�0DWKHPDWLFV�HQUROPHQWV�WR�LQFUHDVHG�UHWHQWLRQ��SDUWLFXODUO\�IHPDOH�UHWHQWLRQ��LQWR�<HDU�����6RPH�UHVHDUFKHUV��H�J��+DVVDQ��7UHDJXVW��������+DFNOLQJ�HW�DO���������VXJJHVWHG�WKDW�FRXUVH�FRQWHQW�DQG�ÀQDQFLDO�DQG�FDUHHU�LQFHQWLYHV�PD\�EH�NH\�WR�XQGHUVWDQGLQJ�WKH�VXEVHTXHQW�GHFOLQHV��+RZHYHU��studies by Lyons & Quinn (2010) and

Thomas (2000) suggest that the declines

ZHUH�OLNHO\�WR�EH�D�FRQVHTXHQFH�RI�GLYHUVLÀFDWLRQ��ERWK�RI�WKH�DFDGHPLF�DQG�FDUHHU�DVSLUDWLRQV�RI�WKH�H[SDQGHG�Year 12 cohort and the associated

GLYHUVLÀFDWLRQ�RI�FXUULFXOXP�RIIHULQJV��LQFOXGLQJ�WKH�LQWURGXFWLRQ�RI�DOWHUQDWLYH�DQG�YRFDWLRQDO�FRXUVHV��)RUJDV]������E��noted that declines in Mathematics

DSSHDUHG�WR�EH�SDUW�RI�D�WUHQG�DZD\�IURP�PRUH�VSHFLDOLVHG�0DWKHPDWLFV�FRXUVHV�WRZDUGV�HOHPHQWDU\�FRXUVHV��UDWKHU�WKDQ�D�GHFOLQH�LQ�WRWDO�HQUROPHQWV�

$LQOH\�HW�DO���������H[WHQGHG�WKHVH�6FLHQFH�WUHQGV�WR������DQG�VKRZHG�WKDW�IURP������WKH�DFWXDO�QXPEHUV�RI�VWXGHQWV�HQUROOHG�LQ�<HDU����6FLHQFH�FRXUVHV�DSSHDUHG�WR�EH�YHU\�VORZO\�UHFRYHULQJ��+RZHYHU��ZKLOH�WKH�QXPEHU�RI�VWXGHQWV�LQ�6FLHQFH�FODVVHV�JUHZ�VOLJKWO\��WKLV�LQFUHDVH�ZDV�YDVWO\�outstripped by the increasing numbers

RI�VWXGHQWV�FRPSOHWLQJ�<HDU�����7KLV�ZDV�reported as a continued decline in terms

RI�VWXGHQW�SDUWLFLSDWLRQ�UDWHV�LQ�6FLHQFH�

%DUULQJWRQ�DQG�%URZQ���������%DUULQJWRQ�(2006) and Forgasz (2006b) continued

SUHYLRXV�ZRUN�RQ�0DWKHPDWLFV�HQUROPHQWV��VKRZLQJ�WKDW�GRZQZDUG�trends in both Intermediate and

$GYDQFHG�0DWKHPDWLFV�FRQWLQXHG�WR�������ZKLOH�LQ�HOHPHQWDU\�FRXUVHV�HQUROPHQWV�FRQWLQXHG�WR�LQFUHDVH��Forgasz (2006a) reported large

GLIIHUHQFHV�LQ�HQUROPHQWV�LQ�,QWHUPHGLDWH�0DWKHPDWLFV�EHWZHHQ�VWDWHV�DQG�FRQFOXGHG�WKDW�YDULDWLRQ�LQ�VWXGHQW�H[SHFWDWLRQV�RI�GLIIHUHQW�FRXUVHV�PD\�EH�NH\�WR�H[SODLQLQJ�WKH�REVHUYHG�GHFOLQH�in enrolments at the intermediate

Does the

decline in

67(0�VXJJHVW�D�ZHDNHQLQJ�RI�$XVWUDOLD·V�academic

SURZHVV�RU�D�strengthening

through

GLYHUVLW\"

The continuing decline of science and mathematics enrolments in Australian high schools

Page 6: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

38 teachingscience

WKHLU�HQUROPHQWV��)XOODUWRQ��:DONHU��$LQOH\���+LOOPDQ���������,Q�WKHVH�DQDO\VHV��WKH�VH[�UDWLR�LV�SUHVHQWHG�DV�WKH�SURSRUWLRQ�RI�IHPDOH�HQUROPHQWV�LQ�D�SDUWLFXODU�FRXUVH��

$XVWUDOLDQ�<HDU����VWXGHQWV�FDQ�DQG�RIWHQ�GR�HQURO�LQ�PXOWLSOH�6FLHQFH�FRXUVHV��KRZHYHU��EHFDXVH�RI�WKH�ZD\�HQUROPHQWV�are reported by the states and territories

it is not possible to determine reliably

WKH�QXPEHU�RI�VWXGHQWV�HQUROOHG�LQ�PXOWLSOH�FRXUVHV��$�VLPLODU�LVVXH�H[LVWV�LQ�determining the total enrolment numbers

IRU�0DWKHPDWLFV�DV�LQWHUPHGLDWH�HQUROPHQWV�RIWHQ�LQFOXGH�WKH�DGYDQFHG�HQUROPHQW�QXPEHUV��&RQVHTXHQWO\�DQ�RYHUDOO�SDUWLFLSDWLRQ�UDWH�IRU�6FLHQFH�RU�Mathematics can neither be accurately

GHWHUPLQHG�QRU�UHDVRQDEO\�HVWLPDWHG�

5(68/76�2)�7+(�$1$/<6,6�2)�7+(�(152/0(17�75(1'62YHUDOO�VFKRRO�SDUWLFLSDWLRQ�DQG�retention

)LJXUH���SUHVHQWV�WKH�RYHUDOO�HQUROPHQW�QXPEHUV�IRU�<HDU����<HDU����DQG�<HDU����VWXGHQWV�DQG�UHWHQWLRQ�UDWH�IURP�<HDU����LQWR�<HDU����IURP������WR������

)LJXUH���VKRZV�WKDW�LQ�JHQHUDO�WHUPV�WKH�QXPEHU�RI�VWXGHQWV�LQ�<HDU����KDV�ULVHQ�

:DOHV��16:���,QWHJUDWHG�6FLHQFH�LQ�:HVWHUQ�$XVWUDOLD��:$��DQG�6FLHQFH���LQ�4XHHQVODQG��4OG��DUH�DYDLODEOH��DQG�DUH�KHUH�JURXSHG�DV�0XOWLGLVFLSOLQDU\�6FLHQFH�

7R�DOORZ�IRU�YDOLG�FRPSDULVRQV�EHWZHHQ�VWDWHV�DQG�RYHU�WLPH��GXH�WR�YDULDWLRQV�in course curricula), only enrolments in

WKH�KLJKHVW�OHYHO�FRXUVH�DYDLODEOH��VHH�7DEOH����DUH�LQFOXGHG�LQ�WKLV�DQDO\VLV��(YHQ�WKRXJK�WKLV�GDWD�FROOHFWLRQ�FRQWH[W�LV�VOLJKWO\�GLIIHUHQW�WR�WKDW�RI�HDUOLHU�researchers, results presented here are

FRQVLVWHQW�ZLWK�HDUOLHU�ZRUNV��$LQOH\�HW�DO���������%DUULQJWRQ���������6OLJKW�GLIIHUHQFHV�VRPHWLPHV�DULVH�GXH�WR�WKH�GHÀQLWLRQ�RI�HQUROPHQW��KRZHYHU��YDULDWLRQV�EHWZHHQ�GLIIHUHQW�GDWD�VHWV�IRU�WKH�FRUH�6FLHQFH�VXEMHFWV�DUH�ZLWKLQ�����

,Q�WKLV�DQDO\VLV�ZH�SUHVHQW�ERWK�WKH�UDZ�enrolment numbers and the subject

participation rates, the latter being the

SURSRUWLRQ�RI�WKH�WRWDO�<HDU����FRKRUW�HQUROOHG�LQ�D�SDUWLFXODU�FRXUVH��:KLOH�ERWK�PHWKRGV�KDYH�WKH�DGYDQWDJH�RI�being readily understood, it should be

QRWHG�WKDW�WKH�LQFUHDVLQJ�<HDU����RYHUDOO�cohort numbers can mask underlying

WUHQGV�LQ�LQGLYLGXDO�VXEMHFWV�

6FLHQFH�DQG�0DWKHPDWLFV�VXEMHFWV�DUH�RIWHQ�UHSRUWHG�DV�EHLQJ�JHQGHU�ELDVHG�LQ�

7DEOH����+LJKHVW�OHYHOV�RI�<HDU����VFLHQFH�DQG�DGYDQFHG�PDWKHPDWLFV�VXEMHFWV�DQDO\VHG�LQ�WKLV�SDSHU��E\�VWDWH�DQG�WHUULWRU\�

67$7(�25�7(55,725<

.(<�/($51,1*�$5($��./$� 1$0(�2)�+,*+(67�/(9(/�2)�68%-(&7�,1&/8'('�,1�$1$/<6,6�,1�����

1HZ�6RXWK�:DOHV��16:�

6FLHQFH +LJKHU�6FKRRO�&HUWLÀFDWH��+6&��²���XQLW

0DWKHPDWLFV��$GYDQFHG� +6&�²�([WHQVLRQ��

Queensland

(Qld)

6FLHQFH $XWKRULW\�6XEMHFWV�²�<HDU���

0DWKHPDWLFV��$GYDQFHG� $XWKRULW\�0DWKHPDWLFV�&�²�<HDU���

6RXWK�$XVWUDOLD��6$����1RUWKHUQ�7HUULWRU\��17�

6FLHQFH 6RXWK�$XVWUDOLDQ�&HUWLÀFDWH�RI�(GXFDWLRQ��6$&(����17&(� ��6WDJH�������&UHGLWV�

0DWKHPDWLFV��$GYDQFHG� 6$&(���17&(���6WDJH�������&UHGLWV��6SHFLDOLVW�0DWKHPDWLFV

Tasmania (Tas) 6FLHQFH 7DVPDQLDQ�&HUWLÀFDWH�RI�(GXFDWLRQ��7&(��²�/HYHO��

0DWKHPDWLFV��$GYDQFHG� 7&(�²�/HYHO���0DWKHPDWLFV�6SHFLDOLVHG

Victoria (Vic) 6FLHQFH 9LFWRULDQ�&HUWLÀFDWH�RI�(GXFDWLRQ��9&(��²�8QLW��

0DWKHPDWLFV��$GYDQFHG� 9&(�²�6SHFLDOLVW�0DWKHPDWLFV�8QLW��

:HVWHUQ�$XVWUDOLD��:$�

6FLHQFH :HVWHUQ�$XVWUDOLDQ�&HUWLÀFDWH�RI�(GXFDWLRQ��:$&(�� ²�8QLW��%

0DWKHPDWLFV��$GYDQFHG� :$&(�²�0DWKHPDWLFV��6SHFLDOLVW�8QLW��'

Australian

Capital Territory

(ACT)

6FLHQFH 7�$FFUHGLWHG�²�0DMRU

0DWKHPDWLFV��$GYDQFHG� 7�$FFUHGLWHG�²�0DWKHPDWLFV�'RXEOH�0DMRU

Page 7: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

Volume 60 | Number 2 | June 2014 39

It is clear that all the subjects analysed

VKRZ�GHFOLQHV�LQ�WKHLU�LQGLYLGXDO�SDUWLFLSDWLRQ�UDWHV�H[FHSW�(DUWK�6FLHQFHV��ZKLFK�H[KLELWV�PDUJLQDO�JURZWK��DQG�(QWU\�0DWKHPDWLFV�ZKLFK�VKRZV�VWHDG\�JURZWK��7KH�PDMRU�SDUW�RI�WKHVH�GHFOLQHV�RFFXUUHG�SULRU�WR������DQG�WKH�UDWH�RI�GHFOLQH�KDV�EHHQ�JHQHUDOO\�ORZHU�LQ�VXEVHTXHQW�\HDUV��7KH�HQUROPHQW�WUHQGV�IRU�LQGLYLGXDO�FRXUVHV�ZLOO�EH�GLVFXVVHG�LQ�GHWDLO�LQ�WKH�IROORZLQJ�VHFWLRQV��)RU�FODULW\�ZH�ZLOO�discuss changes in participation rates in

WHUPV�RI�WKH�WRWDO�<HDU����FRKRUW��UDWKHU�WKDQ�FKDQJHV�ZLWKLQ�LQGLYLGXDO�FRXUVHV�

)LJXUH���VKRZV�WKH�FKDQJHV�LQ�DEVROXWH�VWXGHQW�QXPEHUV�IRU�6FLHQFH�DQG�0DWKHPDWLFV�VXEMHFWV�RYHU�WKH�VDPH�SHULRG�

$V�FDQ�EH�VHHQ�IURP�WKLV�ÀJXUH��WKH�QXPEHU�RI�VWXGHQWV�HQUROOHG�LQ�PRVW�

\HDU�RQ�\HDU�DV�D�FRQVHTXHQFH�RI�D�ULVLQJ�VFKRRO�SRSXODWLRQ�LQ�<HDU�����7KH�<HDU����GDWD�ZHUH�FRPSLOHG�IURP�WRWDO�H[DPLQDWLRQ�FDQGLGDWXUH�IURP�WKH�VWDWH�DQG�WHUULWRU\�TXDOLÀFDWLRQ�DXWKRULWLHV��7KH�<HDU���DQG�<HDU����HQUROPHQWV�ZHUH�FRPSLOHG�IURP�$XVWUDOLDQ�%XUHDX�RI�6WDWLVWLFV��$%6��GDWD��$%6���������7KH�WRWDO�QXPEHU�RI�<HDU����HQUROPHQWV�LQ������ZDV���������FRPSDUHG�ZLWK���������LQ�������7KURXJKRXW�PRVW�RI�WKH�SHULRG�WKH�5������UHWHQWLRQ�UDWH��WKH�SURSRUWLRQ�RI�VWXGHQWV�UHWDLQHG�LQWR�<HDU����IURP�WKH�SDUHQW�<HDU����FRKRUW��UHPDLQHG�IDLUO\�VWDEOH�DW�DURXQG������VWDQGDUG�GHYLDWLRQ�������EHIRUH�LQFUHDVLQJ�IURP������RQZDUGV��This increase in R10-12 retention is most

OLNHO\�HLWKHU�D�FRQVHTXHQFH�RI�WKH�PRYH�E\�DOO�VWDWH�DQG�WHUULWRU\�JRYHUQPHQWV�WR�LQFUHDVH�WKH�JHQHUDO�VFKRRO�OHDYLQJ�DJH�WR����\HDUV�ROG��&RXQFLO�RI�$XVWUDOLDQ�*RYHUQPHQWV��&2$*���������RU�RI�DQ�LQFUHDVH�LQ�RYHUVHDV�VWXGHQWV�PLJUDWLQJ�WR�$XVWUDOLD�WR�FRPSOHWH�SUH�XQLYHUVLW\�VWXGLHV��'HSDUWPHQW�RI�,PPLJUDWLRQ�DQG�&LWL]HQVKLS��',&���������

0RVW�SUHYLRXV�VWXGLHV��LQFOXGLQJ�'HNNHUV�and de Laeter (2001), used Year 8 as the

EDVH�OLQH�IRU�UHWHQWLRQ�UDWHV�DV�KLVWRULFDOO\�WKLV�KDV�EHHQ�WKH�ÀUVW�FRPPRQ�\HDU�RI�VHFRQGDU\�VFKRRO��$V�FDQ�EH�VHHQ�E\�comparing the Year 8 and Year 10 lines

RQ�)LJXUH����ZKLFK�IROORZ�DOPRVW�LGHQWLFDO�trends, the R8-12 and R10-12 retention

rates could be used interchangeably

XQWLO�������+RZHYHU��SRVW������ZH�choose to use the R10-12 retention

UDWH�DV�<HDU����UHSUHVHQWV�WKH�HQG�RI�compulsory education in most KLAs

DQG�WDNHV�LQWR�DFFRXQW�WKH�VZHOOLQJ�RI�the Year 10 cohort compared to the

FRUUHVSRQGLQJ�<HDU���JURXS�

,W�LV�DOVR�ZRUWK�QRWLQJ�WKH�VLJQLÀFDQW�GLS�in student numbers in 2010 (Year 8) and

������<HDU������7KLV�LV�GXH�WR�D�VKRUWIDOO�RI�DURXQG��������VWXGHQWV�LQ�:HVWHUQ�$XVWUDOLD�FDXVHG�E\�WKH�VR�FDOOHG�´KDOI�FRKRUWµ��D�FRQVHTXHQFH�RI�DQ�LQFUHDVH�to the school starting age by six months

LQ�WKDW�VWDWH�LQ�������$%6���������7KLV�should cause a corresponding dip in

WKH������<HDU����GDWDVHWV�

Participation rates, enrolments and VH[�UDWLRV�RI�LQGLYLGXDO�VXEMHFWV

)LJXUH���VKRZV�FKDQJHV�LQ�SDUWLFLSDWLRQ�UDWHV�RI�6FLHQFH�DQG�0DWKHPDWLFV�VXEMHFWV�IURP������WR������

)LJXUH����WRS���2YHUDOO�national

enrolment

QXPEHUV��OHIW�hand axis)

IRU�<HDU�����Year 10 and

<HDU����ZLWK�retention rate

(right hand

D[LV��IURP������WR������

)LJXUH����3DUWLFLSDWLRQ�UDWHV�IRU�6FLHQFH�DQG�Mathematics

subjects,

����������

The continuing decline of science and mathematics enrolments in Australian high schools

Page 8: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

40 teachingscience

D�ZKROH�PXVW�DOVR�EH�FRQVLGHUHG��7KH�shaded area on this graph indicates

WKH�VXEMHFWV�ZLWK�D�PDOH�HQUROPHQW�ELDV�and the corresponding line indicates

HTXDOLW\�

7KLV�ÀJXUH�VKRZV�WKDW�IURP������WR�������&KHPLVWU\��0XOWLGLVFLSOLQDU\�6FLHQFH�DQG�(DUWK�6FLHQFH�KDYH�WHQGHG�WRZDUGV�VH[�HTXDOLW\�ZKLOH�3K\VLFV��%LRORJ\�DQG�$GYDQFHG�0DWKHPDWLFV�KDYH�UHWDLQHG�and in some cases strengthened their

UHVSHFWLYH�VH[�ELDVHV��(QWU\�0DWKHPDWLFV�has been the subject closest to the

FRKRUW�QRUP�LQ�WHUPV�RI�HTXDOLW\�RI�VH[HV�WKURXJKRXW�WKH�VWXG\�DQG�IURP������KDV�EHHQ�DOPRVW�LQGLVWLQJXLVKDEOH�IURP�WKH�QRUP��

Trends in Physics enrolments

,W�LV�DSSDUHQW�IURP�)LJXUH���WKDW�WKH�SURSRUWLRQ�RI�<HDU����VWXGHQWV�VWXG\LQJ�this subject has steadily declined each

\HDU�IURP�����LQ������WR�MXVW�����LQ�������7KLV�LV�D�FKDQJH�RI����SHUFHQWDJH�SRLQWV�FRPSDUHG�ZLWK�WKH������OHYHOV�RI�SDUWLFLSDWLRQ�DQG����SHUFHQWDJH�SRLQWV�ZKHQ�FRPSDUHG�WR�������L�H��D�SHUFHQWDJH�FKDQJH�RI������FRPSDUHG�WR������RU������FRPSDUHG�WR������

,Q�WKH�VDPH�SHULRG��WKH�QXPEHU�RI�VWXGHQWV�HQUROOHG�LQ�3K\VLFV�FRXUVHV�GHFOLQHG�IURP�DURXQG��������LQ������WR�DURXQG��������LQ�������)LJ������7KLV�OHYHO�RI�HQUROPHQW�UHPDLQHG�UHDVRQDEO\�VWDEOH�XQWLO������EXW�WKHQ�IHOO�E\�D�IXUWKHU������VWXGHQWV�RYHU�WZR�\HDUV��6LQFH�WKHQ�3K\VLFV�HQUROPHQWV�KDYH�EHHQ�YHU\�VORZO\�JURZLQJ�WR�WKH�SUHVHQW�OHYHO�RI���������,Q�UHODWLYH�WHUPV��WKH�SUHVHQW�QXPEHU�RI�HQUROPHQWV�UHSUHVHQWV�MXVW�����RI�WKH������QXPEHUV�

)LJXUH���VKRZV�WKDW�3K\VLFV�KDV�WKH�ODUJHVW�SURSRUWLRQ�RI�PDOH�VWXGHQWV�DQG�that this proportion has become steadily

ODUJHU��,Q�������WKH�VH[�UDWLR�ZDV������ZKLFK�HTXDWHV�WR�DSSUR[LPDWHO\�WKUHH�PDOH�VWXGHQWV�IRU�HYHU\�IHPDOH�

Trends in Chemistry enrolments

3DUWLFLSDWLRQ�UDWHV�IRU�&KHPLVWU\��)LJ�����KDYH�EHHQ�LQ�JHQHUDO�GHFOLQH�DFURVV�WKH�SHULRG�RI�VWXG\�IURP�D�KLJK�RI�����LQ������WR�����LQ�������$LQOH\�HW�DO���������suggested that Chemistry participation

PD\�KDYH�WXUQHG�D�FRUQHU�DQG�VWDUWHG�WR�UHFRYHU��EXW�)LJXUH���VKRZV�WKDW�WKH�

RI�WKHVH�FRXUVHV�GHFOLQHG�PDUNHGO\�EHWZHHQ������DQG������EHIRUH�UHFRYHULQJ�VOLJKWO\��)URP������WKH�QXPEHU�RI�VWXGHQWV�VWXG\LQJ�(QWU\�Mathematics has risen dramatically, the

number studying Biology, Chemistry and

(DUWK�6FLHQFHV�KDV�ULVHQ�VOLJKWO\�ZKLOH�WKH�QXPEHUV�HQUROOHG�LQ�3K\VLFV��$GYDQFHG�Mathematics and Multidisciplinary

6FLHQFH�KDYH�FRQWLQXHG�WR�GHFOLQH�VOLJKWO\��,QWHUPHGLDWH�0DWKHPDWLFV�ZLWQHVVHG�DQ�LQFUHDVH�LQ�HQUROPHQWV�LQ������IROORZHG�E\�D�VWHDG\�GHFOLQH�

)LJXUH���VKRZV�WKH�VH[�EDODQFH�ZLWKLQ�HDFK�RI�WKH�VXEMHFWV�GLVSOD\HG�DV�WKH�SURSRUWLRQ�RI�IHPDOH�HQUROPHQWV��,W�LV�important to recognise that a sex ratio

RI������GRHV�QRW�QHFHVVDULO\�UHSUHVHQW�HTXLW\��WKH�VH[�UDWLR�RI�WKH�FRKRUW�DV�

)LJXUH����WRS�� The

numbers

RI�VWXGHQW�enrolments in

6FLHQFH�DQG�Mathematics

courses,

����������

)LJXUH����6XEMHFW�sex ratios

VKRZLQJ�the number

RI�IHPDOH�students per

100 males

ZLWKLQ�HDFK�FRXUVH�IURP�����������

Page 9: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

Volume 60 | Number 2 | June 2014 41

VOLJKWO\��,Q������WKH�VH[�UDWLR�ZDV�������WKLV�LQGLFDWHV�WKDW�WKHUH�ZHUH�DURXQG�QLQH�IHPDOHV�HQUROOHG�IRU�HYHU\�ÀYH�PDOHV�

7UHQGV�LQ�(DUWK�6FLHQFH�HQUROPHQWV

3DUWLFLSDWLRQ�UDWHV��)LJ�����LQ�(DUWK�6FLHQFHV�KDYH�EHHQ�UHDVRQDEO\�VWDEOH�IURP�����������DQG�IROORZ�D�YHU\�VLPLODU�SDWWHUQ�WR�UDZ�HQUROPHQW�QXPEHUV��)LJ������,Q������(DUWK�6FLHQFHV�KDG�D�SDUWLFLSDWLRQ�UDWH�RI������ZKLFK�IHOO�WR�D�ORZ�RI������LQ������EHIRUH�FOLPELQJ�WR�D�OHYHO�RI������LQ������

7KURXJKRXW�WKH�SHULRG�RI�VWXG\��(DUWK�6FLHQFHV�KDYH�DWWUDFWHG�WKH�IHZHVW�HQUROPHQWV�RI�DOO�WKH�PDLQVWUHDP�6FLHQFH�FRXUVHV��+RZHYHU��ZKLOH�HQUROPHQWV�GHFOLQHG�IURP������WR�OHVV�WKDQ�������VWXGHQWV�LQ�������WKH\�KDYH�EHHQ�VORZO\�LQFUHDVLQJ�VLQFH�WR�������LQ������DV�VKRZQ�LQ�)LJXUH���

The apparent changes in sex balance

RI�WKLV�JURXS�RI�VXEMHFWV�FDQ�EH�D�OLWWOH�PLVOHDGLQJ�DV�VOLJKW�YDULDWLRQV�LQ�HQUROPHQW�SDWWHUQV�FDQ�KDYH�YLVXDOO\�ODUJH�HIIHFWV�RQ�WKH�VH[�UDWLR�GXH�WR�WKH�VPDOO�FRKRUW�VL]H��6RPH�RI�WKLV�YRODWLOLW\�can be explained by the introduction

RI�DGGLWLRQDO�FRXUVHV�LQ�WKH�(DUWK�6FLHQFHV�JURXS�E\�D�QXPEHU�RI�VWDWHV�and territories to complement the more

WUDGLWLRQDO�*HRORJ\�OLNH�FRXUVHV��)LJXUH���VKRZV�WKDW�(DUWK�6FLHQFHV�KDYH�EHHQ�predominately male-biased but post-

2006 the sex balance has been trending

WRZDUGV�HTXLW\��,Q�������WKH�VH[�UDWLR�RI������UHSUHVHQWV�QLQH�IHPDOH�VWXGHQWV�IRU�HYHU\�WHQ�PDOHV�

Trends in Multidisciplinary Science enrolments

3DUWLFLSDWLRQ�UDWHV�LQ�WKH�FRXUVHV�FRPSULVLQJ�WKH�0XOWLGLVFLSOLQDU\�6FLHQFH�FDWHJRU\�KDYH�IROORZHG�WKH�FRPPRQ�WUHQG�DQG�KDYH�VXIIHUHG�D�VWHDG\�GHFUHDVH�RYHU�WKH�SHULRG�IDOOLQJ�IURP�DURXQG����LQ������WR������LQ�������)LJ�����

$FWXDO�HQUROPHQW�QXPEHUV�VKRZ�D�ORQJ��VORZ�GHFOLQH�IURP�DURXQG��������LQ������WR�D�ORZ�RI�DURXQG��������LQ�������)LJ������0RUH�UHFHQWO\�HQUROPHQWV�KDG�DSSHDUHG�WR�UHFRYHU��\HW�LQ������

UHFRYHU\�LQ�SDUWLFLSDWLRQ�UDWHV�EHWZHHQ������DQG������ZDV�VKRUW�OLYHG�DQG�WKH�VWHDG\�GHFOLQH�KDV�FRQWLQXHG��7KLV�LV�D�GHFOLQH�RI����SHUFHQWDJH�SRLQWV�RQ������OHYHOV�RU�DQ�LQFUHDVH�RI����SHUFHQWDJH�SRLQW�ZKHQ�FRPSDUHG�ZLWK�������L�H��D�SHUFHQWDJH�FKDQJH�RI������FRPSDUHG�WR������RU�����ZKHQ�FRPSDUHG�ZLWK������

)LJXUH���VKRZV�WKDW�DEVROXWH�HQUROPHQWV�in Chemistry declined steadily by

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&KHPLVWU\�H[KLELWV�IDLUO\�JRRG�EDODQFH�EHWZHHQ�WKH�VH[HV�ZLWK�WKH�VH[�UDWLR�UHODWLYHO\�VWDEOH�DURXQG������VLQFH�������)LJ������7KLV�HTXDWHV�WR�DURXQG����PDOHV�IRU�HYHU\����IHPDOH�VWXGHQWV�

Trends in Biology enrolments

7KH�SDUWLFLSDWLRQ�UDWHV�IRU�%LRORJ\��)LJ�����IURP������WR������GURSSHG�IURP�����WR�DURXQG�����DQG�PLUURUHG�WKH�WUHQGV�LQ�UDZ�HQUROPHQWV��)LJ������+RZHYHU��since 2002 the particiSDWLRQ�UDWHV�KDYH�EHHQ�UHODWLYHO\�VWDEOH��RQO\�IDOOLQJ�WR�������E\�������7KLV�LV�D�FKDQJH�RI�����SHUFHQWDJH�SRLQWV�FRPSDUHG�ZLWK������RU������SHUFHQWDJH�SRLQWV�ZLWK�UHVSHFW�WR�������L�H��D�SHUFHQWDJH�FKDQJH�RI������FRPSDUHG�ZLWK������RU�����FRPSDUHG�ZLWK�������7KLV�FDQ�EH�DFFRXQWHG�IRU�DV�WKH�LQFUHDVHV�LQ�UDZ�%LRORJ\�HQUROPHQWV��)LJ�����ZHUH�RQO\�VOLJKWO\�RXWVWULSSHG�E\�WKH�LQFUHDVHV�LQ�WKH�WRWDO�<HDU����FRKRUW�

Biology has remained the most

SRSXODU�6FLHQFH�VXEMHFW�WKURXJKRXW�WKLV�SHULRG��(QUROPHQWV�ZHUH�DURXQG�67,000 students in 1992 and declined

steadily to approximately 48,000 in 2002

�)LJ������7KHUH�KDV�VLQFH�EHHQ�VWHDG\�LPSURYHPHQW�ZLWK�HQUROPHQWV�UHDFKLQJ��������LQ�������7KH������HQUROPHQW�ÀJXUHV�UHSUHVHQW�����RI�WKH������QXPEHUV�RU�D�JDLQ�RI�QHDUO\�����RQ������

)HPDOH�VWXGHQWV�KDYH�FRQVLVWHQWO\�VKRZQ�D�SUHIHUHQFH�IRU�%LRORJ\�RYHU�WKHLU�PDOH�SHHUV�WKURXJKRXW�WKH�SHULRG�RI�VWXG\��7KH�VH[�UDWLR�WHQGHG�HYHQ�IXUWKHU�WRZDUGV�IHPDOHV�UHDFKLQJ�D�SHDN�RI������LQ�������)LJ�����EXW�KDV�VLQFH�PRYHG�EDFN�

Does your

school

VKRZ�VLPLODU�trends in

6FLHQFH�DQG�Mathematics

WR�WKH�UHVW�RI�the country?

The continuing decline of science and mathematics enrolments in Australian high schools

Page 10: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

42 teachingscience

EDVHOLQH�RU�D�GHFOLQH�RI����SHUFHQWDJH�SRLQWV�RQ������SDUWLFLSDWLRQ�UDWHV��L�H��D�SHUFHQWDJH�FKDQJH�RI������FRPSDUHG�WR������RU������FRPSDUHG�WR������

,Q�WHUPV�RI�UDZ�HQUROPHQWV��,QWHUPHGLDWH�Mathematics has been remarkably

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$OWKRXJK�WRWDO�HQUROPHQWV�KDYH�UHPDLQHG�UHODWLYHO\�VWHDG\��WKH�VH[�EDODQFH�RI�WKH�FRXUVH�KDV�FKDQJHG�VOLJKWO\��,QWHUPHGLDWH�0DWKHPDWLFV�KDV�VKRZQ�D�PDOH�ELDV�WKDW�KDV�EHFRPH�VOLJKWO\�VWURQJHU�RYHU�WLPH��,Q�������WKH�VH[�UDWLR�ZDV������ZKLOH�LQ������LW�ZDV�������HTXDWLQJ�WR�HLJKW�IHPDOHV�IRU�HYHU\�WHQ�PDOHV�

Trends in Advanced Mathematics enrolments

$V�FDQ�EH�VHHQ�LQ�ÀJXUH����$GYDQFHG�0DWKHPDWLFV�KDV�IROORZHG�D�VLPLODU�WUHQG�WR�3K\VLFV�DQG�WR�VRPH�H[WHQW�&KHPLVWU\��3DUWLFLSDWLRQ�UDWHV�KDYH�VWHDGLO\�GHFOLQHG�IURP�DURXQG�����LQ������WR����LQ�������7KLV�LV�D�FKDQJH�RI����SHUFHQWDJH�SRLQWV�FRPSDUHG�ZLWK�WKH������SDUWLFLSDWLRQ�OHYHOV�RU����SHUFHQWDJH�SRLQWV�RQ�WKH������GDWD��L�H��D�SHUFHQWDJH�FKDQJH�RI������FRPSDUHG�WR������RU������FRPSDUHG�WR������

)LJXUH���VKRZV�WKDW�UDZ�HQUROPHQW�QXPEHUV�GHFOLQHG�IURP�DURXQG��������LQ������WR�D�ORZ�SRLQW�RI��������LQ�������6LQFH�WKLV�WLPH��HQUROPHQWV�KDYH�EHHQ�UHODWLYHO\�VWDWLF�ZLWK��������HQUROPHQWV�LQ�������7KLV�FRUUHVSRQGV�WR�����RI�WKH������OHYHOV�RU�����RI�WKH������GDWD�

7KH�VH[�EDODQFH�ZLWKLQ�$GYDQFHG�0DWKHPDWLFV��DV�VKRZQ�LQ�)LJXUH����KDV�been remarkably stable throughout the

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WKH\�IHOO�WR�D�QHZ�ORZ�RI��������7KH������HQUROPHQWV�UHSUHVHQW�����RI�WKH������RU�����RI�WKH������QXPEHUV�

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7UHQGV�LQ�(QWU\�0DWKHPDWLFV�enrolments

As can be seen in Figure 2, Entry

0DWKHPDWLFV�KDV�IROORZHG�D�YHU\�GLIIHUHQW�WUHQG�WR�DOO�WKH�RWKHU�VXEMHFWV�DQDO\VHG�LQ�WKLV�SDSHU��3DUWLFLSDWLRQ�UDWHV�KDYH�VWHDGLO\�LQFUHDVHG�IURP�����LQ������WR�DURXQG�����LQ�������7KLV�UHSUHVHQWV�D�FKDQJH�RI�����SHUFHQWDJH�SRLQWV�RQ�WKH������OHYHOV�RU����SHUFHQWDJH�SRLQWV�RQ�WKH������OHYHOV��L�H��D�SHUFHQWDJH�FKDQJH�RI������FRPSDUHG�ZLWK������RU������FRPSDUHG�ZLWK������

)LJXUH���VKRZV�WKDW�WKH�DFWXDO�QXPEHU�RI�students enrolled in Entry Mathematics

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Entry Mathematics has traditionally had

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Trends in Intermediate Mathematics enrolments

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Page 11: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

Volume 60 | Number 2 | June 2014 43

ZKLFK�KDYH�VKRZQ�FKDQJHV�WRZDUGV�SURSRUWLRQDOO\�PRUH�IHPDOHV��)LJXUH���VXJJHVWV�WKDW�LQ�WKH�FDVH�RI�%LRORJ\�WKLV�change has been brought about by an

LQFUHDVLQJ�QXPEHU�RI�PDOHV�HOHFWLQJ�WR�GR�WKH�VXEMHFW��DQG�FRQYHUVHO\�LQ�(DUWK�6FLHQFH�DQ�LQFUHDVLQJ�QXPEHU�RI�IHPDOHV�FKRRVLQJ�WKH�FRXUVH��+RZHYHU��H[DPLQLQJ�0XOWLGLVFLSOLQDU\�6FLHQFH�OHDGV�WR�WKH�FRQFOXVLRQ�WKDW�IHZHU�VWXGHQWV�RYHUDOO��DQG�PDOHV�LQ�SDUWLFXODU��DUH�FKRRVLQJ�WKLV�VXEMHFW��$�VLPLODU�VWRU\�FDQ�EH�VHHQ�LQ�WKH�3K\VLFV�GDWD��VWXGHQWV�LQ������DUH�RYHUDOO�OHVV�OLNHO\�WR�VWXG\�3K\VLFV�WKDQ�LQ������DQG�IHPDOH�VWXGHQWV�DUH�HYHQ�OHVV�OLNHO\�WR�GR�VR�WKDQ�WKHLU�IHPDOH�FRXQWHUSDUWV�LQ�HDUOLHU�FRKRUWV��7KH�IDFWRUV�O\LQJ�EHKLQG�WKHVH�WUHQGV�DUH�OLNHO\�WR�EH�D�FRPELQDWLRQ�RI�SHUVRQDO�UHOHYDQFH��LQWHUHVW��GLIÀFXOW\�and cultural characteristics (Lyons, 2006),

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$�SRWHQWLDO�H[SODQDWLRQ�IRU�WKH�IDOOLQJ�subject participation rates is that

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OHYHO��PD\�VWLOO�EH�VDWLVIDFWRU\��7KLV�hypothesis is interesting yet cannot be

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IRU�(GXFDWLRQDO�5HVHDUFK��$&(5���RIIHU�DQ�RSSRUWXQLW\�WR�H[DPLQH�WKLV�IXUWKHU��)XOODUWRQ�HW�DO���������\HW�WKH�GHPRJUDSKLF�SURÀOH�RI�WKH�VDPSOH�UHPDLQLQJ�LQ�/6$<�E\�<HDU����LV�QRW�D�SHUIHFW�PDWFK�IRU�WKH�<HDU����FRKRUW�DV�

',6&866,21$W�ÀUVW�JODQFH��WKH�1DWLRQDO�3DUWQHUVKLS�Agreement on Youth Attainment

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XQWLO�WKH�DJH�RI�����7KLV�RYHUDOO�VZHOOLQJ�could be expected to comprise

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The continuing decline of science and mathematics enrolments in Australian high schools

Page 12: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

44 teachingscience

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to make adequate progress once they

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&21&/86,216�$1'�5(&200(1'$7,2163DUWLFLSDWLRQ�LQ�6FLHQFH�DQG�Mathematics courses by Australian Year

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trends continue to be monitored and

updated regularly so that accurate and

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EXW�LV�D�FRQVHTXHQFH�RI�VWXGHQWV�selecting a non-calculus course (entry)

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students selecting Entry Mathematics

ZKLOH�IHPDOHV�HOHFW�QR�0DWKHPDWLFV��7KLV�summary is necessarily coarse due to

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Chinnappan, Dinham, Herrington and

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EORFNHUV�WRZDUGV�VWXGHQW�HQUROPHQWV�LQ�Mathematics are unsurprisingly similar

WR�WKRVH�LQ�WKH�6FLHQFHV�QDPHO\��VHOI�SHUFHSWLRQ�RI�DELOLW\��SHUFHSWLRQV�RI�GLIÀFXOW\�DQG�XVHIXOQHVV��SUHYLRXV�DFKLHYHPHQW��DQG�LQWHUHVW�DQG�OLNLQJ�RI�PDWKHPDWLFV��7KH�YHU\�FORVH�PLUURULQJ�RI�WKH�WUHQGV�LQ�3K\VLFV�DQG�$GYDQFHG�Mathematics seen in Figure 2 are

VXJJHVWLYH�RI�FRPPRQ�FDXVDWLRQ��Arguably, students may be assessing the

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Page 13: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

Volume 60 | Number 2 | June 2014 45

UHYHDO�WKH�JHQHUDO�WUHQGV�LQ�WKLV�UHJDUG��)XUWKHU�LQYHVWLJDWLRQ�ZLWK�WKH�VWXGHQWV�in compulsory science education is

UHTXLUHG�WR�XQGHUVWDQG�ZK\��ZKHQ�DQG�KRZ�WKH\�PDNH�WKH�GHFLVLRQ�WR�WXUQ�DZD\�IURP�6FLHQFH�FRXUVHV�DQG�WR�DOVR�XQGHUVWDQG�ZKDW�WKH\�HOHFW�WR�VWXG\�WR�UHSODFH�WKHP�

$&.12:/('*(0(176:H�ZRXOG�OLNH�WR�WKDQN�WKH�%RDUGV�RI�6WXGLHV�DQG�'HSDUWPHQWV�RI�(GXFDWLRQ�LQ�HDFK�RI�WKH�$XVWUDOLDQ�states and territories, the then

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WKH�WUXH�VWDWH�RI�VFKRRO�PDWKHPDWLFV��LW�is essential that the states and territories

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7KH�DYDLODEOH�Year 12 curriculum

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throughout the

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creating an

increased range

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that responses to

systemic changes

such as the

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engineering, to select courses primarily

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8OWLPDWHO\��WKHVH�DQDO\VHV�VKRZ�WKDW�participation in post-compulsory

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GHFOLQHV�DUH�YHU\�JUDGXDO��+RZHYHU��VKRXOG�JRYHUQPHQW��LQGXVWU\�DQG�WKH�educational sector be alarmed by

WKHVH�WUHQGV"�<HV��,I�VFKRRO�67(0�LV�WR�FRQWLQXH�WR�EH�D�FRUQHUVWRQH�RI�FUHDWLQJ�VFLHQWLÀFDOO\�DZDUH�DQG�OLWHUDWH�citizens then it is important to understand

ZK\�VWXGHQWV�DUH�HOHFWLQJ�QRW�WR�FRQWLQXH�WKH�VWXG\�RI�VFKRRO�VFLHQFH��Examining enrolment data can only

:KDW�could you

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XSWDNH�RI�6FLHQFH�DQG�Mathematics

in Years 11

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The continuing decline of science and mathematics enrolments in Australian high schools

Page 14: c Copyright 2014 Australian Science Teachers Association ... · The continuing decline of science and mathematics enrolments in Australian high schools V\VWHPV DFURVV WKH FRXQWU\

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John Kennedy is a PhD candidate at the Universityof New England and is also the Head of Science atSt Andrew's Cathedral Schoai, Sydney.Terry Lyons is Associate Professor of ScienceEducation at the Queensland University ofTechnology, Brisbane.Frances Quinn is a member of the Mathematics/Science/information Technoiogy/PDHPE Teachingand Research Group (TRGj at the University on NewEngland. Within this group, she speciaiises in ScienceEducafion.

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