Browsing by Subject "tehostettu ja erityinen tuki"
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(2018)The aim of this study is to find out how much teachers’ and parents’ perceptions of student affect the students’ mathematical and verbal self-concept. The study examines how parents’ and teachers’ perceptions differ and how much impact students support for learning has. In addition to teachers’ and parents’ perceptions the study also takes into account students’ actual performance in math and reading, to see their effect on students’ self-concepts. Self-concept refers to all concepts that one has about oneself as a subject and an object. Because of self- concepts multidimensionality, this study examines verbal self-concept and math self-concept separately. The participants of this study are 1247 sixth graders from Finland, their parents and teachers. Measures in this study were teachers’ and parents’ perceptions of student as a learner, students self-concepts from math and reading, the support that student had for learning, and the actual achievement in math and reading. The methods used in this study are paired sample t-test, linear regression and multivariate. The results showed that parents had more positive perceptions about their child than teachers had, and child’s support had negative impact on both adults’ perceptions. Teachers’ and parents’ perceptions had an impact both on child’s math self-concept and verbal self-concept, when child’s actual achievement was taken in consideration. However, adding the other academic self-concept both in math and verbal removed adults’ perceptions impact in regression analysis. When multivariate analysis was used mathematical self-concept, actual achievement in reading, parents’ perception and intensified support had an effect on child’s verbal self-concept. Special support and teachers’ perception had no effect. In multivariate analysis about math self-concept all but intensified support had an effect. In conclusion, this study proved that parents’ and teachers’ perceptions have an effect both on students’ math and verbal self-concept although students themselves have the biggest impact. Also, unlike other studies, this study found positive correlation between verbal and math self-concept.
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(2017)Objectives. Support for learning difficulties has not been made available to students in an equal manner in different parts of the country. Earlier research shows that there are regional differences in the percentages of comprehensive school students receiving support, as well as in the forms of support made available to them. The purpose of this Master's thesis was to study how many ninth grade students participating in the Learning to Learn Assessment in 2012 had received support for learning during the past academic year in different parts of Finland. Another objective was to analyse the realisation of educational equality, i.e. whether there are regional or municipal differences (between urban, semi-urban and rural municipalities) in the support made available to students. Methods. The Learning to Learn Assessment was carried out in spring 2012. A total of 7,222 ninth grade students from different parts of Finland participated in this assessment. Among the participants, 4% were recipients of intensified support and 7.9% recipients of special support. Five task categories developed for the Learning to Learn Assessment were included in the present study. The material was analysed by variance analysis in order to identify possible geographical differences. Results and conclusions. The study discovered regional differences in the definition of recipients of general support. With regard to general support, there were significant regional differences. Intensified support and special support were made available to students least frequently in the regions of Lapland and Southwest Finland. There were also differences between the regions in how effectively they employed the different levels of support included in the three-tier support system. The results indicate that large, urban municipalities in particular have succeeded in amending their support system faster than semi-urban and rural municipalities, and they have also succeeded in re-evaluating students' needs for special support.There were also differences in the use of the individually adjusted syllabus as a form of special support. Using the individually adjusted syllabus may lead to less ambitious learning objectives and weaker learning outcomes, possibly also negatively influencing students' pursuit of further study.The present study concludes that although there are regional differences in the availability of support, it seems that there are no differences between students: students receiving support are similar when it comes to their academic performance and learning to learn competence.
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(2018)The differences between Finnish schools have been small compared to other countries in in-ternational comparisons. In contrast, the differences between classes have been remarka-ble. These differences have also been discovered to grow over years and thereby differenti-ate learning results of pupils. Potential reason for the differences is that the pupils of different performance level and background are divided into classes unevenly. In Finland, pupils re-ceiving special support are increasingly being taught inclusively in general education class-rooms instead of separate special classes. One objective of this study is to find out if the proportion of pupils receiving intensified or special support is related to the average perfor-mance of the class. The main objective of this Master’s Thesis was to find out whether there were differences between classes in performance and motivation, and which factors explain the possible variation. In addition to the proportion of pupils receiving intensified and special support, this study takes into account the proportion of pupils with immigrant background and the educational background of pupils’ mothers. The research data was part of the Centre of Educational Assessment’s Learning to Learn Assessment data from 2016. The participants of this study consisted of 1888 6th graders in 95 classes in one municipality in Southern Finland. The performance of the pupils was measured by their average grades in theoretical subjects and their performance in logical reasoning tasks. Motivation was assessed by a goal orientation questionnaire. Variance components analysis and regression analysis were used to analyze the data. This study discovered differences between classes in their average grades and perfor-mance in reasoning tasks. There were also smaller differences between classes in learning orientation and achievement orientation. According to this study, the higher education of the pupils’ mothers and the proportion of Finnish-speaking students in a class predicted higher grades and performance in class-level. Surprisingly, the proportion of pupils that received special support had a positive connection with the average grade of the class. However, it was not connected to the performance in reasoning tasks at class level. The proportion of pupils receiving intensified support was not connected to performance in class-level.
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