Browsing by Subject "opettajan saatavilla olo"

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.