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Browsing by Subject "koulutuksellinen syrjäytyminen"

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  • Koulutuksellisen syrjäytymisriskin ennustettavuus yhteishakuvalintojen kautta tarkasteltuna : koulupudokkuusriskin yhteys oppilaan kognitiiviseen kompetenssiin, koulumenestykseen sekä itseä ja vanhempia koskeviin uskomuksiin 
    Lappalainen, Hanna (2009)
    The objective of this study was to find factors that could predict educational dropout. Dropout risk was assessed against pupil's cognitive competence, success in school, and personal beliefs regarding self and parents, while taking into account the pupil's background and gender. Based on earlier research, an assumption was made that a pupil's gender, success in school, and parent's education would be related with dropping out. This study is part of a project funded by the Academy of Finland and led by Professor Jarkko Hautamäki. The project aims to use longitudinal study to assess the development of pupils' skills in learning to learn. The target group of this study consisted all Finnish speaking ninth graders of a municipality in Southern Finland. There were in total 1534 pupils, of which 809 were girls and 725 boys. The assessment of learning to learn skills was performed about ninth graders in spring 2004. "Opiopi" test material was used in the assessment, consisting of cognitive tests and questions measuring beliefs. At the same time, pupils' background information was collected together with their self-reported average grade of all school subjects. During spring 2009, the pupils' joint application data from years 2004 and 2005 was collected from the Finnish joint application registers. The data were analyzed using quantitative methods assisted by the SPSS for Windows computer software. Analysis was conducted through statistical indices, differences in grade averages, multilevel model, multivariate analysis of variance, and logistic regression analysis. Based on earlier research, dropouts were defined as pupils that had not been admitted to or had not applied to second degree education under the joint application system. Using this definition, 157 students in the target group were classified as dropouts (10 % of the target group): 88 girls and 69 boys. The study showed that the school does not affect the drop-out risk but the school class explains 7,5 % of variation in dropout risk. Among girls, dropping out is predicted by a poor average grade, a lack of beliefs supporting learning, and an unrealistic primary choice in joint application system compared to one's success in school. Among boys, a poor average grade, unrealistic choices in joint application system, and the belief of parent's low appreciation of education were related to dropout risk.
  • Tulevaisuus pelissä : nuorten käsityksiä peruskoulun jälkeisestä lisäopetuksesta 
    Palmumäki, Pyry (2014)
    The aim of this study was to explore post-secondary school education (i.e. tenth grade) students' conceptions of the main goals of the tenth grade, actualized contents in the tenth grade and role of the tenth grade in the Finnish educational system. In this study there were also examined the motivational as well as contextual factors that had influenced the student's educational selection. Further, this study aimed to unravel perspectives that would help in improving secondary- and supplementary school education to prevent educational exclusion and school drop out after post-secondary school. Qualitative data was gathered by using theme interview. Interviews were conducted in early 2014, at a preselected time and location in a secondary school in Helsinki. The participants were 8 students attending a tenth grade. The structure of interview was allowed to develop individually during the interview process, which is typical for theme based interviews. The collected data was analyzed relying on a theory grounded qualitative content analysis. The results of the study indicated that tenth grade was seen as a part of Finnish educational system, aim of which is to prevent educational exclusion by implementing educationally and personally meaningful contents in practice. The participants decisions to apply for the tenth grade was influenced by both motivational and contextual factors. The analysis of motivational factors revealed that the participants emphasized reflecting his/hers future as a result of that reflection being motivated to apply and participate in supplementary education. Contextual factors were emphasized as being supportive and clarifying components regarding the participants educational choices. Especially student counselling was seen as being an effective factor in making educational choices. According to the findings, one reason for the risk of school drop-out was a negative image of self as a pupil. Regarding the participants, that image changed positively during the tenth grade. That change appeared to have had a positive effect also to one's conceptions about school and studying. The result of this study brings valuable knowledge of tenth and of the factor related to educational exclusion. Understanding and recognizing these factors better, helps in developing our educational system to be better able to face and eliminate issues which cause educational exclusion.

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