The matter of a gap year has been already discussed essentially, and the general aspects of this problem involve discussion of the pros and cons associated with the gap year. There is no need to screw into the deeper study of these arguments, while clear problem identification will be more effective. The most widely discussed matter of the gap year claims that gapers show better test results and higher quit rates. Such a contradictory claim is explained by the fact that gappers generally know better what they need from their own life, and have better images of their wishes. They are generally more responsible for their decisions in comparison with non-gappers.
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Considering the main contextual framework of the research, it should be emphasized that the gappers are featured with a different cultural background in comparison with non-gappers, and tutors need to consider this difference. As a rule, these students are more experienced in decision-making, as their gap year is generally full of such decisions.
The variables of the study will involve the rate of quits, and the educational progress among gappers. The independent variable is the number of students who entered after a gap year, and a dependent variable will be formed by their all-over educational progress. Hence, as it is stated by Hulstrand (2010, p. 50):
For one, a gap year does not mean that a student is doomed to remain degreeless forever. Taking a gap year can make kids more focused and ready for the rigors of academic life. Harvard, arguably the most competitive university in the country, believes so much in the gap year that they encourage every student they admit to considering a year off before matriculation.
Hence, the research questions associated with the stated variables will be based on the consideration that gappers are more focused on their aims, and if they decide to study, they apply maximum efforts possible for making it effective. The same is for leaving college. Suddenly, a student may realize that he/she would like to study in another college. Hence, gappers feel free to make these decisions. (Gap Year Listings, 2010)
The study will involve students of different colleges, and their educational progress. Therefore, the study aims to research the actual percentage of successful students among gappers and non-gappers. The rate of college leavers will be studied by reviewing statistics and interviewing college administration. The overall percentage of leavers will be defined for both categories of students and compared. (French, 2005)
The selected sampling is simpler, and it offers a reliable research basis for study and interpretation. There is no need to implement additional variables as they will confuse. On the other hand, the existing variables are suitable for basic study only. Nevertheless, if a research basis is created, additional variables will be needed for a deeper study of the problem. While the matter of gap year advantages and disadvantages is widely discussed, the research will be focused on the most evident advantages.
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The problem of a gap year is discussed from various perspectives. However, most researches and reviews are mainly based on comparing pros and cons, while the offered conceptual framework is intended to study the key benefits of the gap year, and define whether gappers show better educational progress and whether the rate of college leavers is higher among gappers.
French, S. (2005). My Gap Year Wasn’t a Success: I Learnt Little from Preparing the High Priests for Orgies in the Temple. New Statesman, 128, 23.
Gap Year Listings. (2010). International Educator, 19, 54.
Hulstrand, J. (2010). Time Out: the Gap Year Abroad. International Educator, 19, 50.