This research will investigate the readiness of student’s to join the basic training program. It will focus on the perceptions of staff at No1 Radio School while marrying these comments to student performance. The research will focus on the levels of numeracy within the student population and their ability to apply this to the course material, whilst relating this to their current level of qualifications.
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These issues are not purely associated with the Royal Air Force’s training but are prevalent throughout the education and training sectors. The subjects of literacy and numeracy have been identified as areas that are vastly under research, it is hoped that the issues raised in the short research project will identify further research questions that in turn may form part of further research.
The field of work this research will investigate lies within the MoD, specifically the RAF at DCAE Cosford. The school being used to conduct this research is No1 Radio School, delivering training to Basic Trainees and Assimilation Trainees for all ground trades now known as Trade Group Four (TG4). The student’s ages range from 17 to 30 years of age. This research will focus on one specific target group, Basic Training 1 (BT1). These students are new members of the Royal Air Force and will have just completed their basic training at Halton (Ten weeks); they have come to Cosford to begin their trade specific training.
The course is ten months in length, over which the students will cover both principles and trade training. The entry requirement for this trade is a minimum of three GCSEs, in Physics, Maths and one other subject. However they do accept some individuals with lesser qualifications as an exception and occasionally current members of the RAF who wish to change their trade. The trade requirements are specific and therefore it would be reasonable to assume the students basic level of literacy and in particular numeracy, would be sufficient to allow them to develop throughout this course.
This research will look specifically at the levels of numeracy within the BT1 student population. It will try and identify if there is a problem and seek to provide evidence of any issues while providing recommendations for improvement. To ensure that there is no breach of ethics, the research will focus on the perceptions of the staff and the results from the students.
This research issued raised questions that required answering, ‘why is it that qualified students find the level 2 key skills and the level 2 maths phase of the BT1 training difficult?’ It is these issues that have intrigued me for some time.
I believe this issue is worthy of research,
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