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Browsing by Subject "Etäopetus"

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  • Lukiolaisten suoriutumistunteet matematiikan lähi- ja etäopetuksessa : opetusmuodon, oppimäärän ja sukupuolen vaikutukset koettuihin tunteisiin 
    Biese, Micaela (2021)
    The purpose of this thesis is to analyse and interpret achievement emotions related to mathematics from the perspective of in-person and distance studies. The thesis will illustrate how achievement emotions are present in high schoolers and also assess how distance studies have affected their presence. The difference between both advanced and regular mathematics streams, as well as the differences between men and women, and their achievement emotions shall be assessed. The theoretical frame of reference for the conducted research is Pekrun’s (2006) control-value theory. The research material used in this thesis is the material gathered for Anni Sydänmaanlakka’s dissertation. The material was gathered in the beginning of 2021 with the aid of an electronic questionnaire. The questionnaire received 1354 responses from high schoolers from eighteen different schools. The questionnaire used the AEQ-M (Achievement Emotions Questionnaire-Mathematics) scale. The suitability of this AEQ-M method was analysed by means of a confirmatory factor analysis. Analysing the material was done by using a non-parametric Wilcox marked rank -test in addition to the Mann-Whitney U-test. From the thesis it became evident that the differences in achievement emotions when comparing distance and in-person studies were statistically significant. The majority of high schoolers experienced more boredom and anger and less satisfaction and anxiety in distance studies than during in-person studies. The difference between students in advanced and regular mathematics streams was statistically significant. The students studying regular mathematics felt more anxiety, boredom and anger in both distance and in-person studies than those studying advanced mathematics. On the other hand, they felt less satisfaction than the advanced mathematics students. A distinct statistical difference between how the different sexes felt emotions could be detected. Women felt more anxiety in both study methods and more boredom in distance studies. Men in contrast felt more satisfaction in both study methods. The study methods and the individuals sex seemed to make a difference when assessing achievement emotions related to mathematics. In particular differences could be detected in relation to feelings of boredom between the study methods and different genders.
  • ’’No piti vaa painaa se läpi, ei siin sit oikee auttanu muu.’’ Oppilaiden kokemuksia kotitalouden etäopetusjaksoista 
    Pullinen, Saara (2022)
    This master's thesis aims to elucidate the experiences of eighth-grade elementary school students in home economics distance learning periods in the spring of 2020 and spring of 2021. The aim was also to outline the change in household education during the exceptional period caused by the corona pandemic. The study was carried out using qualitative research methods. The research material was collected through in-depth interviews with eight eighth graders in elective home economics course who had experienced both distance learning periods. The analysis of the material uti-lized the principles of content analysis and thematic analysis. The general opinion of the interviewees about distance learning was negative. According to the respondents, social isolation had a negative effect on experiences also on distance learning in home economics, as the formerly interactive subject turned into studying alone. There was a distinct decrease in interactions between teacher and student, which affected negatively in the experiences of the student about distance learning. Tasks in distance learn-ing seemed more boring than in contact learning, as many tasks were written assignments instead of cooking, as in the name of equality the home economics teacher could not de-mand students to acquire the necessary materials. Respondents found the education tech-nological applications to be easy to use. However, the simultaneous use of many applica-tions was a concern for respondents, as the school did not have common policies on the use of applications during the first distance learning period, so many teachers had different appli-cations in use.
  • Yläkouluoppilaiden kokema matematiikan opettajan saa-tavilla olo, tuki ja oma tehtäväsuoriutuminen kotimais-ten ja vieraiden kielten ryhmissä pandemian aikana 
    romanovski, tea (2022)
    In the transition to remote learning, the importance of natural language skills may have increased, when supporting verbal communication with non-verbal means was partially blocked. It may have resulted linguistic equality challenges for primary education pupils. The purpose of this study is to examine mathematics task performance in two home language groups. Availability of a teacher and support from different parties is expected to be positively related with task performance reported by student, excluding support from a special education teacher. Task performance of pupils whose home language is different from the language of instruction is not expected to be in an equally strong positive relation with availability of teacher with pupils who speak Finnish or Swedish as their home language. The research was carried out by utilizing a survey of the cooperation project of university of Helsinki and university of Tampere, Schooling, teaching and well-being in the school community during the corona epidemic. The material had been collected in the spring of 2020, after the schools had switched back to classroom teaching. The answers of 29163 middle school students were selected for the analysis. Answers were examined using cross tables and Spearman`s rank correlation. The language groups were compared using the Mann-Whitney U-test in terms of the teacher`s availability and perceived task performance. The home language groups differed from each other in a statistically significant way in terms of task performance. Teacher`s availability was, as expected, in a positive relation with the pupil`s task performance. The support received from different parties, on the other hand, was negatively related to the number of pupils task performance. The exceptions were parental support, which had positive relation and peer support, which did not appear to be relevant. The task performance of pupils facing linguistic challenges was weaker than others, but the concern about the lower benefit of remote education for pupils with foreign home languages was not confirmed by the results of the study.

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