Browsing by Author "Erämo, Ilona"

Previous research shows signs of gender inequality in comprehensive school, such as gender-based classifications and stereotypes. The assessments of learning outcomes have raised the issue of equality in education, as on the basis of them, girls succeeded over boys in most of the subjects. In addition, these assesments show that in home economics girls´ results were better than boys´ results. This study explores the teaching practices associated above-average learning outcomes of home economics, taking gender differences into account. The aim was to research which teaching practices, on the basis of home economics assessment data, were related to above-average learning outcomes, and which factors explained the differences from students´ and teachers´ perspective. The data is part of the national assessment of learning outcomes in home economics, which took place in 2014 (Venäläinen & Metsämuuronen, 2015). The student data consists of 3541 9th grade students and the teacher data of 163 home economics teachers. Quantitative data was analyzed by multivariate statistical methods: decision tree analysis, traditional explorative factor analysis, and linear regression analysis. As result, a good atmosphere in the classroom, sharing the grade criteria at the beginning of the course and taking the students' ideas and wishes into account were associated with the above-average learning outcomes of home economics. Based on factor analysis, the biggest influence on students' total competence had the diverse teacher (F4), who was characterized by the use of different teaching and assessment methods. The learning outcomes of boys and girls were partly influenced by different practices: boys' outcomes were also raised by a teacher who challenged their own perceptions and helped to reflect issues from the perspectives of their own life (F2). The girls' outcomes were raised by a very professional teacher (F5). To improve learning outcomes the teachers should, i. a., take the students' ideas and expectations into account and explain the criteria for the grade at the beginning of the course. Home economics education should be connected to both girls and boys everyday lives. In particular boys' learning motivation could be improved by bringing the everyday life of boys into the learning contents. Teacher education and in-service training should also ensure that teachers have up-to-date and versatile know-how for using teaching and assessment methods that take diverse learners into account.