Browsing by Subject "lärande"

Homework is a part of the day-to-day activities in most schools. The use and benefits of homework is undergoing debate. Existing research in the field is limited and sometimes conflicting. The Finnish curriculum does not require homework to be used in teaching. Thus, it is the teacher who decides if, how and what kind of homework the pupils shall be assigned. Mathematics is a subject where homework is commonly used. It is therefore relevant to study how teachers think about homework within this particular subject and how the homework in use relates to the (social)constructivist view on learning that the current curriculum is largely based on. The aim of this study was to examine what kind of homework in mathematics primary school teachers assign and how they argue either in favor of or against homework in mathematics education. Focus was on effects that develop mathematics performance. In addition, the teachers’ views on the importance of parental involvement relating to homework in mathematics was studied. A questionnaire was sent to primary school teachers in three Swedish-speaking schools in the metropolitan area of Finland. The questionnaire included both multiple-choice and open-ended questions. 19 teachers responded. Both quantitative and qualitative data analysis was performed. A deductive methodological approach was applied. The study showed that the teachers view learning in a social-constructive manner. The type of homework assigned does not, however, reflect this. Focus is on repetitive mechanical assignments to be performed individually. For instance, assignments including problem-solving are in limited use, although many believe that such assignments, along with repetitive ones, support learning in mathematics. Homework that these teachers assign does not to any large extent require being done outside of school. This leads to the relevant question whether homework is used due to the insufficiency of time in school. Most of the teachers argued for the use of homework in mathematics by reference to the importance of repetition. A majority viewed parental involvement as important. Despite the fact that the curriculum stresses equality, only three respondents reflected upon the risk that parental involvement might lead to inequality. Homework club at school was most commonly viewed as the remedy against the absence of support at home. Most teachers showed an unproblematic attitude towards the use of homework in mathematics education.

The purpose of the study was to provide an overview of the latest research findings on motivation and engagement and their impact on student learning in schools. These results are then reflected against the theory base that already exists in motivation research to provide insight into how these theories can be used by teachers in their everyday life at school. The study was conducted as a qualitative systematic literature review. The data search was carried out through two electronic databases (ERIC and SCOPUS). 483 articles were identified in the initial screening and were eventually reduced to 13 articles that were used in the study. Inclusion and exclusion criteria are discussed further in the thesis. The material was analyzed using a narrative review. The results of the study showed that motivation and engagement have a direct and joint impact on students' learning and performance at school. Students who felt motivated and engaged towards learning used several strategies that supported their learning. The study showed that the relationship between motivation, engagement and learning is complex. Several different internal and external motivational constructs play an important role in students' everyday school life and engagement with tasks. Based on the findings, teachers should pay more attention to creating classrooms and using practices that support, motivate and engage students in learning.

Purpose of the study. In today's society it becomes common for companies to develop the competence of their staff, when the need for lifelong learning grows bigger. The training can even be compulsory. In the Finnish legislation there are some competence requirements for people working with electricity and at the railways, and therefore these people have to attend compulsory competence training in order to do their work. The purpose of this study is to examine the railway workers' motivation to take part in competence training and its impact on the feeling of competence in work. Methods. The data was collected with an electronic questionnaire. The sample (N=30) consisted of railway workers at Eltel Networks Oy, 18 blue-collar and 12 white-collar workers. The data was analyzed with quantitative analysis. Results. The results showed that the railway workers had a high sense of competence in their work. They experienced a relatively high identified regulation and a low amotivation when taking part in competence training. The only variable that significantly accounted for the feeling of competence was work experience. The results suggest that even if the railway workers have a high sense of competence at work and experience a relatively high identified regulation when taking part in the training, only work experience has a significant impact on the feeling of competence. One possible explanation is that informal learning, in other words learning at work, has a bigger impact on the feeling of competence that formal learning outside of work.