Participacija učencev pri pouku in na šoli : doktorska disertacija

slovenian

doktorska dela

2017

Univerza v Mariboru, Pedagoška fakulteta

The doctoral dissertation with a two-part structure deals with participation of students during lessons and in school. The first, theoretical part, presents the concept of participation as well as arguments for and against student participation. This is followed by a comparison of school systems in Austria and Slovenia as well as participation-related legislation in both countries. The factors influencing the opportunities for student participation on school level are defined. The theoretical segment continues with the presentation of student participation in lessons and of the factors that impact the possibility of its realization. The first segment is concluded by a presentation of open class strategies and curriculums for selected subjects from the point of student participation. Existing scientific findings on realization of participation in educational process are presented, along with the conditions for its realization in practice. The presented findings serve as the basic foundation for the empirical presentation included in the second part of the doctoral dissertation. Its principal purpose is to shed light on how the students perceive the opportunities to participate and to determine its role from the aspect of classroom (work) climate, student motivation and their knowledge expressed with a modal mark. The research is divided into two segments. 322 students from Austrian schools and 458 students from Slovene schools participated in the first segment. 102 Austrian and 131 Slovene teachers also participated in the first segment. The principal findings from this segment are that student participation is still more of a rhetoric than actual practice. Students who attend schools in Austria detect more opportunities for participation than their peers in Slovenia. Most of the students also want to participate in the decision-making process. It was determined that open lessons have a statistically significant positive impact on student participation. Students detect more opportunities to participate in decision-making when they see their lessons as opened. The results show statistically significant difference in the teachers' attitude towards student participation, since the teachers in Austria are more in favor of student participation. Furthermore, it was determined that there is a positive and statistically significant correlation between the teachers' attitude towards student participation and their own opportunities to participate in the decision-making process as well as their satisfaction with their work place or vocation and school climate. The teachers with a more positive attitude towards student participation detect more opportunities to participate in the decision-making process themselves, they are happier with their vocation and work place, as well as with the school climate. In the second part of the research the classes were monitored with the Flanders analysis for class interaction protocol and it was determined that there is no statistically significant difference in the climate (P = 0,499) and motivation (P = 0,840) in regard to the level of speaking participation. The average values indicated that the classroom (work) climate is favorable in classes with a higher level of speaking participation. The average values for student motivation indicate that motivation is systematically raised with the level of speaking participation. The results also show that the difference in the knowledge of students expressed with modal marks is statistically significant (P = 0,000) in regard to the level of speaking participation. Higher level of speaking participation is more common in classrooms with good and very good marks, while it is lower in classes with the highest (excellent) marks on one side and the lowest (sufficient) marks on the other.

08.08.2023