Browsing by Subject "Tehostettu tuki"

Learning and Schooling support was introduced in 2011, which included general, intensified and special support. The main reasons for introducing the aid were the increase in the number of special support, the inclusive ideology and the opportunity for early student support. The purpose of the study is to find out whether the intensified support has an impact on the development of the understanding the core content on reading comprehension and of arithmetic reasoning skills. Studies have shown that their development is influenced by thinking and metacognitive skills and the functioning of memory structures. It is assumed that intensified support has a positive impact on the understanding of core content and the development of arithmetic reasoning skills as intensified support means more intensive and stronger support for practicing these skills. Intensified support is a new form of support, and it has not yet been possible to examine it comprehensively. In particular, the effectiveness of intensified support has not yet been studied. Responses to the research questions were sought by comparing large study data (n = 1749) and found a counterpart with the same output level and specific criteria (N = 144) for which a one of the counterpart received intensified support and another general support. The propensity score matching method was used to find the pairs. In the third and sixth grade, the perceived results of understanding of the key content and the arithmetical reasoning skills were compared with the variance analysis of repeated measurements. The results showed that no development of understanding the core content was achieved in three years with counterparts, and the intensified support did not have any effect. The tasks were too difficult for low performing students. In arithmetical reasoning there was development. Intensified support had a negative effect, the generic counterpart developed more than the intensified support counterpart. This could mean that intensified support was not sufficient for them or wasn’t properly targeted. If the intensified support was removed in the sixth grade, look like development took place. However, the difference between groups in the sixth grade was not statistically significant.