Is there actually a middle school plunge?

Abstract

The middle school plunge (West & Schwerdt, 2012) is a phenomenon based on the disparity in academic achievement that occurs when students transition from a primary school to a middle school. The purpose of this study was to determine if the middle school plunge exists, and if it did exist, what factors contributed to its effect on middle school students’ learning other than the transition from primary to middle school. Furthermore, this study aimed to investigate how the effects of the middle school plunge could potentially be avoided or completely mitigated to improve the learning experience of middle school students. Education databases were used to find research papers and books published between 1993 to 2020 on the middle school plunge and middle school academic achievement and motivation. Based on the research, thematic analysis was then used to determine the key contributing factors to the middle school plunge. Six key themes were identified, which were the transition from primary to middle school, the effects of adolescence on learning, teachers’ preconception of students’ capacity for learning, peer and student-teacher relationships, the potential impacts of socio-economic status and the effects of school climate and culture. Based on these six key themes, a systematic literature review was employed to analyse and synthesise the information presented in the previously published literature. The systematic review determined that the middle school plunge does exist as students in years 7-9 are more likely to experience a drop in academic achievement and engagement, compared to primary and senior school students. This research study determined that it is necessary to not only consider the transition from primary to middle school but also the five additional aspects of middle school students’ lives that affect their ability to be academically successful. Furthermore, the results determined that middle school students who are from disadvantaged socio-economic backgrounds are affected the most by the effects of the middle school plunge as they have compounded general factors such as the effects of adolescence and the transition from primary to middle school, which impede their abilities to achieve academically. Therefore, this research is significant as it helps to identify the ways students’ learning is affected, which can help teachers to know how to alter their practice so that students who are more susceptible to the effects of the middle school plunge can be properly supported. This research paper suggested recommendations such as improving peer and student-teacher relationships to increase students’ feelings of belonging and sense of inclusion, which increases their willingness to actively engage in learning. Furthermore, it is recommended that teachers create tasks and assessments which have strong connections to students’ real-life experiences to make learning relevant for them, which assists in increasing student engagement, and therefore academic achievement. Additionally, this research study highlighted the limited recent research into middle school students’ education, therefore further research on the efficacy of middle school is recommended. This is so teachers are provided with more resources to help them improve their teaching practice for middle school students and reduce or completely mitigate the effects of the middle school plunge.