EÖTVÖS LORÁND UNIVERSITY
FACULTY OF EDUCATION AND PSYCHOLOGY DOCTORAL SCHOOL OF EDUCATIONAL STUDIES BUDAPEST
DOCTORAL (Ph.D.) THESIS
INVESTIGATION OF THE SUBJECTS’ ACCEPTATION AMONG 10TH GRADES STUDENTS CONCERNED MATURITY SUBJECTS AND
INFORMATION TECHNOLOGY
IN THE COUNTY OF JÁSZ-NAGYKUN-SZOLNOK
Tutor:
Dr. habil. Barkó Endre Ph.D.
Submitted:
Dr. Szvathné Szalay Márta
Budapest 2009
Introduction
As a practicing secondary school teacher, head of final examination board and professional examiner I have obtained ample experiences about the results of public education. The aim of my essay is to give a scientific summary of the practice and the results of my research. My main point is to find an answer to the question why there are differences in the results of different subjects and what are the underlying causes of these differences and what methodological recourses should be activated to eliminate these differences to give a better chance to our students in their future career.
In pedagogical research methods to measure effectiveness of the learning process, research to define the affective factors determining the effectiveness of accomplishment are gradually gaining space. Apart from the affective factors the research of the learners’ attitude is put in the focus of research. Research concerning the attitudes is focused on one hand on the attitudes themselves, on their structure and their development, on the other hand on their role determining the results in studying different subjects and how they influence there results.
In national and international research attention is aimed at the students’ socio- economical status as an additional element in the research of academic standards and aptitude tests, though data concerning attitudes are also registered. The main reason for this may lie in the fact that the results of attitude research give an important insight into –apart from its direct influence on the learning process – into the pedagogical line in the teaching of the given subject, the quality and the level of its teaching methodology. The attitudes give as information about the emotional aura, the affective circumstances of the teaching process of certain subjects, which may make them beyond being successful also very popular subjects, indicating the underlying factors of popularity: the emotional bond as a motive.
The study of the research carried out so far has reinforced the fact that results obtained in different subject areas can considerably be influenced by the attitudes concerning different subjects, motivation, self-image, career orientation, the relationship to learning, aims in life and the socio-cultural background. Mapping the subject’s place in the curriculum, its assigned place in the system of examinations its embedment and its role in further education can be other important factors apart from the binding to the subject and the socio-cultural background determining the learning process. In my mind the research plan outlined above is suitable to provide with its findings a community of teachers to adopt its findings in their
every day work to serve effective teaching, to establish commitment for learning and to maintain a long-term interest towards subjects.
Several researchers have already tried to find the correlation of students’ performance at school and their socio-cultural background. According to the findings of research there is hardly any correlation between academic performance and the family circumstances in the case of students studying in a pedagogical system providing the best results. In this case, as it seems, education can outbalance the negative influence of the family circumstances, though it may strike the eye that appropriate family background and the thought-over pedagogical system is free of the so called fitting problems (Illyés, 1985). Of the international comparative surveys it was the OECD (Organisation for Economic Co-operation and Development) PISA 2000 (Programme for International Student Assessment) that called the attention to the considerably big difference between Hungarian schools first. This survey also pointed out that in those countries, which achieved outstanding results there is a smaller difference between the schools, and the PISA survey of 2003 and 2006 reinforced these findings.
Surveys carried out in Hungarian schools have shown that there are differences in intellectual development between the classes of the same year correspond to more years, and this phenomenon appears as early as in the primary school (Csapó, 2003).
This difference is further enlarged by the differences in quality of the different type of secondary schools after the ramification at the end of primary education. Theses differences can be traced not only in the achievement of the students of different type of secondary schools in different subject areas but also in the areas essential for further education such as reading, reading comprehension and in basic arithmetic.
Institutes at secondary level are segregated in the respect of social, cultural and economic background with the underlying reason lying in the role of secondary education to prepare their students for higher educational studies and in their strive to fulfil this task.
In my thesis I am seeking the answer to the research question whether the students’
commitment in subject areas, the conclusions derived from the study of their attitudes, socio- cultural background, academic achievement, level of performance at examinations can be drafted as a pedagogical problem by the means of pedagogical research. I would like to know whether these are suitable, can be examined can be answered beyond their diagnostic role to prepare efficient pedagogical proceedings. I am seeking proof of particular correlations in the above respect with the help of elaborate research methodology in a given context in the case of a given age group. My aim is to examine those correlations between the spectacular findings which can give an explanation for the achievement in the privileged subject areas in
direct and their influence on the achievement in other subjects and their teaching methodology in an indirect context.
The hypotheses, methods and means of the empirical research
Data processing serving as a basis of my work was preceded by the drafting of a student’ and a parents’ questionnaire respectively and a trial measurement. Having set up the questionnaires I executed the trial measurement in a sheer-profile secondary school in the territory of Jászság and in a sheer-profile secondary technical school in the county centre in 2006. The findings of the trial measurement persuaded me that the aids chosen serve the planned aims and only minor refinements in them can only be made, the survey of the subject acceptance in the case of our county is well established, the planned final survey will give reliable findings. The final research involving 1142 students and parents, was carried out in 48 classes of 13 secondary schools of our county in March of 2007. I processed the questionnaires with the help of SPSS 11.5. for Windows program in the summers of 2006 and 2007.
They aim of my research was to examine the acceptance of the compulsory subjects of the GCSE by the tenth-grade students in the secondary school of our county. According to my definition subject acceptance is meant by the relationship of the student to the given subject, its likeability, the students inclination to study it and the importance of the achievement in the subject area by the students and the parents.
I also searched for the answer to the question, what is the relationship in the province between and the subject acceptance and the level of compulsory school-leaving examinations (intermediate, advanced) in the following subjects: Hungarian language and literature, mathematics, history, foreign language and informatics. Question for me is, what factors determine the choice of secondary school leaving examination subjects and the level of acceptance, and also examined what factors determine the choice of secondary school leaving examination level and the acceptance of subjects with students’ attitude towards learning, their intention to further education, application to advanced level school leaving examination preparation course, sociocultural background, reading habits and use of information technology toolbox.
The dominant purpose of the literature review confirmed that the chosen theme is important and has encouraging results, promises, and these hypotheses formulated on the basis of the following statements:
1. The students' individual interests, the socio-cultural background and the raised level of maturity have a close link.
2. The subject acceptance and advanced level graduation of students in the choice of the vast majority are under the influence of access to higher education institutions and dominance of the conditions of fulfilling the general education requirement, the need for general knowledge surpasses.
3. The influence of type of school can be felt at the increased level of maturity subjects.
4. The presence of a number of high school in the area results in a competition for students of better ability, thus affecting graduation indicators.
To justify the hypotheses the means, used in the test runs, improved its approach to using the experience of test tools and methodology for processing the final form.
From the research strategies the inductive research strategy is chosen, within which the descriptive and exploratory strategies in context-were applied. From the latest ones the written de-briefing was applied. The test sample is representative and a stratified sampling procedure.
Results of the investigation and processing are provided by the Microsoft Office and suite of SPSS.
The results of this study, summary
Summarizing the literature orientation the research questions formulated and context- dependent and independent variables explored the opportunity to verify the hypotheses of the study. The results of statistical analysis of the variables, the findings imply a right to. The school chosen by the student is influenced by population of residence, the gender and socio- cultural background of students – the student's parents' education, the number of books at the student’s home.
As results of the investigation I found significant correlation of the population of students’ residence and the type of school chosen, in larger settlements with higher population students chose high schools, students living in municipalities with a less population secondary education was chosen instead. Significant correlation was found between the student's sex and the school ,in secondary grammar school education there are more girls and there are more boys in secondary technical schools . The socio-cultural background of students and the school is also significant in the relationship.
At the choice of high school for students and their parents the most important aspects are the continuation of studies, high-quality education, the school's reputation and career interests. The differences of types of schools are visible, in the secondary grammar school the
most important aspects are the continuation of studies, high-quality education and the school's reputation. On the basis of the students’ and parents’ responses this is consistent with the desired highest school graduates.
At the choice of secondary school gender differences are also observed. Main aspects of the girls’ choice are the teachers’ advice, good foreign relations, while the boys selected on the basis of more interest to the professional high school. The girls preferred the grammar schools, boys chose secondary technical education instead. At the choice of school socio- cultural background shows some differences, more variables of the school selection and parents’ qualification proved significant relation as well.
2. The desired qualification of the student's is influenced by the student's sex and socio- cultural background.
On the basis of the students and the parents 'responses a significant relationship can be seen with the student's desired degree, as well as student gender, school, parents' highest educational qualification and the number of books at home.
3. The subject acceptance is influenced by the school type, sex, daily learning time, the popularity of school attendance, school performance satisfaction, the desired degree, socio- cultural background, as well as the importance of advanced level of secondary school leaving examination to be accepted at better universities.
Assessing the importance of the performance in subjects the largest difference can be seen in Hungarian language, a good performance in this subject was significantly more important for parents than the students. The most important thing for parents and students in the subject's performance was foreign languages. In the students’ and parents’ responses human and science subjects’ groups were separated.
I found a strong correlation with the school and the foreign language, the importance of performance in science subjects. Among these subjects the good performance was more important for secondary grammar school students. I experienced a weaker link of history and mathematics, in these subjects good performance is preferred by students of grammar school.
I could find the strongest correlation in the data-subjects, in which good performance is more important for students of technical schools. The professional subjects seem to be important, the good performance in these subjects have the same importance, which is consistent with the choice of school.
During the investigation of the attitudes towards schools subjects as it had been expected, the majority of the learners marked the statements “compulsory secondary-school- leaving-exam subject” and “necessary for further education”. The attitude component named
“It is easier to find employment” is characteristic of foreign languages and IT (Information Technology). The learners are characterised by the “I please my parents with it” and “My friends also like it” attitude components to a lesser extent.
I have investigated school-subject attitudes by attitude statements regarding each school-subject. I have also analysed the learners’ answers regarding their relationship with various variables (the learners’ gender, type of school, time spent on learning per day, degree of willingness of going to school, satisfaction with their own school performance, the level of qualifications to be achieved, learner’s socio-cultural background and the necessity of advanced level secondary-school-leaving exam).
The attitude statement I understand Mathematics easily is characteristic of secondary- grammar-school learners, of boys and of the learners who are more willing to go to school, are more satisfied by their own school performance, who would like to gain higher level qualifications and it is necessary for them to take an advanced level secondary-school-leaving exam in one or more subjects. The I can do the exercises alone attitude statement characterises boys and the learners who are more willing to go to school, are more satisfied with their own school performance, who would like to gain higher level qualifications, whose mother has higher-level qualifications, who have several books in their home and for the learners who need to take an advanced level secondary-school-leaving exam in one or more subjects to be admitted to college/university. The statement I have high marks is characteristic of grammar-school learners and of learners who spend more time on learning per day, are more willing to go to school, are more satisfied with their own school performance, who would like to gain higher level qualifications, have better socio-cultural backgrounds (both their mother and father have higher level qualifications and have several books at home) and the learner for whom an advanced level secondary-school-leaving is necessary in one or more subjects to be admitted to college/university. The ones that are interested in Mathematics are boys and in particular the learners who are more willing to go to school, are more satisfied with their own school performance, who would like to gain higher-level qualifications and would like to take an advanced level secondary-school-leaving exams in one or more subjects.
The teacher explains the teaching material properly statement is characteristic of the learners who spend more time on learning per day, are more willing to go to school and are more satisfied with their own school performance. The my friends also like it statement characterises those who are more willing to go to school and are satisfied with their own school performance. The attitude component I please my parents with it characterises boys.
The necessary for further education statement is characteristic of the learners who spend more
time on learning per day, who would like to gain higher level qualifications and for whom it is necessary for their admission to college/university to take an advanced level secondary- school-leaving exam in one or more subjects. It is easier to find employment characterises boys, the learners who intend to gain higher level qualifications, and those who need to take an advanced secondary-school-leaving exam in one or more subjects. Due to the fact that Mathematics is a compulsory school-leaving-exam subject, it is more willingly learnt by girls and the learners who spend more time on learning per day and are more willing to go to school.
Girls and the learners who spend more time on learning per day, are more willing to go to school and who would like to gain higher level qualifications are interested in Literature. I have high marks is characteristic of secondary-grammar-school learners, girls and those learners who spend more time on learning per day, are more willing to go to school, are more satisfied with their own school performance, attempt to gain higher level qualifications, whose father has higher level qualifications, who have several books at home and for learner for whom an advanced level school-leaving exam is necessary in one or more subjects for college/university admission. There opportunity for formulating one’s own ideas statement characterises girls and those learners who spend more time on learning per day, are more willing to go to school and have several books in their homes. The teacher explains the material properly is characteristic of secondary-technical-school learners and of the learners who spend more time on learning per day and are more willing to go to school. The it is easier to find employment attitude component characterises girls and the learners who spend more time on learning per day, are more willing to go to school, who would like to gain higher level qualifications, who have more books in their homes and an advanced level secondary-school-leaving-exam is necessary in one or more subjects for their college/university admission. The necessary for further education attitude statement is characteristic of girls and the learners who spend more time on learning per day, who would like to gain higher level qualifications and an advanced level school-leaving-exam is necessary for their college/university admission. It is due to the fact that Literature is a compulsory secondary-school-leaving-exam subject that secondary-technical-school learners, girls and the learners who spend more time on learning per day are more willing to learn this subject. The I please my parents with it statement is characteristic of secondary-technical- school learners and of the ones who intend to gain higher level qualifications.
Secondary-technical-school learners, girls and the learners who spend more time on learning per day and learners whose mothers have lower qualifications are willing to learn
Hungarian Grammar since it is necessary for further education. The attitude statement it is easier to find employment characterises secondary-technical-school learners, girls and the ones who are more willing to go to school and learners whose mothers have lower qualifications. The attitude statement it helps to formulate my thoughts precisely is characteristic of secondary-technical-school learners, girls and the learners who spend more time on learning per day, and are more willing to go to school. The I have high marks attitude statement is characteristic of secondary-grammar-school learners, girls, and the learners who spend more time on learning per day, are more willing to go to school, are more satisfied with their own school-performance, and would like to gain higher level qualifications and need to take and advanced level secondary-school-leaving exam in one or more subjects to for their college/university admission. Girls and the learners who spend more time on learning per day, are more willing to go to school, whose mother and father have lower qualifications are interested in Hungarian Grammar. Those learners who attend secondary-technical-school, spend more time on learning per day and are more willing to go school are pleased to learn Hungarian Grammar because of the teacher’s proper explanation of the teaching material.
Girls and the learners who spend more time on learning per day and are more willing to go to school learn Hungarian Grammar as it is compulsory secondary-school-leaving exam subject.
The my friends also like it attitude component is characteristic of the learners who are more willing to go to school. The attitude statement I please my parents with it is characteristic of secondary-school learners and learners who would like to gain higher level qualifications and whose fathers have lower qualifications.
Regarding learning History the necessary for further education attitude component is characteristic of girls and the learners who spend more time on learning per day, who would like to gain higher qualifications, whose mothers have higher level qualifications, who have several books in their homes and an advance level secondary-school-leaving-exam is necessary in one or more subjects for their college/university admission.
History is learnt by girls and by the learners who spend more time on learning per day, are more willing to go to school, whose mothers have higher qualifications and for their admission to college/university an advanced level secondary-school-living-exam in one or more subjects is necessary since it is a compulsory secondary-school- final-exam subject. The possibility for formulating one’s own ideas attitude component is characteristic of the learners who need to take an advanced level secondary-school-living-exam for their college/university admission. The I have high marks attitude statement is characteristic of secondary-grammar- school learners and the learners who spend more time on learning per day, are more willing to
go to school, are more satisfied with their own school performance, would like to gain higher level qualifications, both their mother and father have higher qualifications and there are several books in their homes. The it is easier to find employment attitude component is characteristic of girls, learners attending secondary-grammar-school, and the ones who spend more time on learning per day, are more willing to go to school, who intend to gain higher level qualifications and of the learners for whom advanced level secondary-school-living- exam is necessary in one or more subject for college/university admission. The statement the teacher explains the material properly is characteristic of secondary-grammar-school learners, girls and of those who spend more time on learning per day, are more willing to go to school, are more satisfied with their own school performance and for their college/university admission an advanced level secondary-school-living-exam is necessary in one or more subjects. Those learners are interested in History that spend more time on learning per day, are more willing to go to school, are more satisfied with their school performance, who would like to gain higher level qualifications, have more books in their homes and for their college/university admission an advanced level secondary-school-living- exam is necessary in one or more subjects. The my friends also like it attitude component is characteristic of boys and of the learners who are more willing to go to school and are more satisfied with their own school performance. The attitude statement I please my parents with it characterises learners who are more willing to go to school.
The attitude statement that foreign languages are necessary for further education is characteristic of secondary-grammar-school learners, girls and the learners who spend more time on learning per day, are more willing to go to school, who would like to gain higher level qualifications and need an advanced level secondary-school-leaving exam in one ore more subjects to be admitted to college/university. The attitude statement of it is easier to find employment characterises secondary-grammar-school learners, girls and the learners who spend more time on learning per day, are more willing to go to school, are more satisfied with their own school performance, who would like to gain higher level qualifications, whose mothers and father have higher level qualifications and who need an advanced level secondary-school-leaving exam in one or more subject to be admitted to college/university.
The statement compulsory to take a secondary-school-leaving-exam-in it is characteristic of secondary-technical-school learners, girls and of the learners who are satisfied with their own school performance, who would like to gain higher level qualifications and whose fathers have lower level qualifications. The statement that somebody has a good foreign language aptitude is more characteristic of secondary-grammar-school learners. The I have high marks
in a foreign language statement characterises secondary-grammars-school learners, girls and the learners who spend more time on learning per day, are more willing to go to school, are more satisfied with their own school-performance, who would like to gain higher level qualifications, whose mother and father have higher level qualifications, who have several books at home and who need an advanced level secondary-school-leaving exam in one or more subjects for their college/university admission. Secondary-grammars-school learners, girls and the learners who spend more time on learning per day, are more willing to go to school, are more satisfied with their own school performance who would like to gain higher level qualifications, whose mothers have higher level qualifications, who have several books at home, and who need an advanced level secondary-school-leaving exam in one or more subject to be admitted to college/university are interested in foreign languages. The attitude statement the teacher explains the teaching material properly is characteristic of learners who spend more time on learning per day, are more willing to go to school and are more satisfied with their own school performance. The learners who would like to study abroad are more willing to learn a foreign language and these learners are secondary-grammar-school learners, girls and the learners who would like to gain higher level qualifications, whose mothers and fathers have higher level qualifications, who have several books at home and who need an advanced level secondary-school-leaving exam in one more subject for their admission to college/university. The statement would like to work abroad is characteristic of learners who would like to gain higher level qualifications, who have several books at home and who need an advanced level secondary-school-leaving exam in one more subject for their admission to college/university. The attitude component I please my parents with it is characteristic of the learners who are more willing to go to school.
Secondary-technical-school learners, boys and the ones who would like to gain lower qualifications are willing to learn IT as it helps to solve their exercises. The statement I have high marks is characteristic of boys. Secondary-technical-school learners, boys and the learners who spend less time on learning per day, who would like to gain lower level qualifications, whose mothers and fathers have lower level qualifications, who have fewer books in their homes and who do not need an advanced level secondary-school-leaving exam in one more subject for their admission to college/university are interested in IT. The attitude statement necessary for further education is characteristic of secondary-technical-school learners, boys and the learners who spend less time on learning per day, who would like to gain lower level qualifications, whose mother and father have lower qualifications, who have fewer books at home and they do not need an advanced level secondary-school-leaving exam
in one more subject for their admission to college/university. The statement it is easier to find employment is characteristic of secondary-technical-school learners and boys. Proper teacher explanation is a statement chosen mainly by secondary-grammar-school learners, the boys and the learners who would like to gain lower qualifications, whose mothers and fathers have lower qualifications and have fewer books in their homes. The attitude statement my friends also like it is characteristic of secondary-technical-school learners, boys and the learners who spend less time on learning per day, are less satisfied with their own school performance, who would like to gain lower qualifications, whose mothers has lower qualifications, who have fewer books in their homes and who do not need an advanced level secondary-school-leaving exam in one or more subjects for their admission to college/university. The I please my parents with it attitude component characterises secondary-technical-school learners, boys and the learners who do not need an advanced level secondary-school-leaving exam in one or more subjects for their admission to college/university. The statement I would like to sit for a secondary-school leaving exam in IT is characteristic of secondary-technical-school learners, boys and the learners who spend less time on learning per day, who would like to gain lower level qualifications, whose mothers have lower qualifications, who have fewer books at home and who do not need an advanced level secondary-school-leaving exam in one or more subjects for their admission to college/university.
Regarding the paired comparisons analysis, similarly to the finding of the pilot testing, the most significant difference has been revealed between Literature and Hungarian Grammar (879:254) while the slightest difference has been detected between IT and foreign languages (588:545). There is also a significant difference between IT and Hungarian Grammar (834:302). A slight difference can be seen regarding Literature and History, too. (592:541).
The results of the paired comparisons analysis have revealed that in secondary-grammar- schools foreign languages are the most favourite subjects while in secondary-technical- schools the most favoured one is IT. Concerning the rank of subjects, a common feature is that in the different types of schools the least favoured subjects are Mathematics and Hungarian Grammar. The ranks of boys’ and girls’ favourite school-subjects also show a significant difference since boys’ most favourite subject is IT while girls prefer foreign languages. Among both genders the least favoured subjects are Mathematics and Hungarian Grammar. It can be seen that IT has been marked as a favourite subject by the majority of the learners who spend less time on learning per day, are less willing to go to school, aim to gain lower level qualifications, who do not need to take an advanced level secondary-school- leaving exam and who would like to do maximum one advanced level secondary-school-
leaving exam preparation course. IT characterises the majority of the learners whose parents have maximum intermediate/secondary-school level qualifications and in their homes there are maximum 300 books. Foreign languages are at the top of the list of favourites of the learners who spend at least two hours on learning, like going to school, who would like to gain at least one college/university degree, whose parents have higher education degrees, who need to take advanced level secondary-school-leaving-exam for college/university admission, who have applied for at least two advanced level secondary-school-leaving exam preparatory courses and the learners whose family has over 300 books at home. The least favourite subjects are Mathematics and Hungarian Grammar while in the middle of the rank of the school-subjects Literature and History can be found.
4. The necessity for advanced level secondary-school-leaving exams for admission to college/university is affected by the learner’s school-type, gender and socio-cultural background, and the qualifications he/she aims to gain.
I have found a significant correlation between the learner’s school-type and the judgement of whether advanced level secondary-school-leaving exams are essential for further progress.
I have found a significant correlation between the learner’s gender and the judgement of whether advanced level secondary-school-leaving exams are essential for further progress.
I have found a significant correlation between the learners’ socio-cultural background and the judgement of whether advanced level secondary-school-leaving exams are essential for further progress.
The indices of secondary-school-leaving exams and schools are significantly affected by the population of the village/town/city where a particular school is situated.
5. Time spent on learning and the learners’ reading and computer use habits are
affected by the degree of willingness of going to school, the school-type and the learners’
gender.
There is a significant relationship regarding the time spent on learning per day, the learner’s school type, gender, the level of qualifications to be achieved and the degree of willingness of going to school.
Based on the answers of the learners and the parents I have found a significant relationship between the learners’ school type, gender and the degree of willingness of going to school.
Based on both the learners’ and the parents’ answers, the correlation is significant between the satisfaction with the learners’ school performance and the school-type.
During the investigation of the learners’ reading habits I found a significant relationship between the learners’ gender and the degree of their willingness of reading. The parents’
higher qualifications and the number of books found at home have an effect on how willingly and regularly the learner reads.
When investigating the learners’ computer use habits, I found a significant correlation between the learners’ gender and the duration of the time spent on computer use. It has also been revealed that boys start using the computer at an earlier age than girls. There is also a significant relationship between a learners’ school-type and their computer use.
The learners’ socio-cultural background, the parents’ qualifications and the number of books at home have the strongest effect on the learners’ aim of achieving the highest qualifications and on the choice of advanced level secondary-school-leaving exams.
Education policy attempts to moderate the differences in learners’ chances by several programmes. One of these initiatives is e.g. the “Útravaló” Scholarship Programme.
Unfortunately, due to lack of resources the programme cannot provide help for all the disadvantaged learners. In my view, the scholarships that the needy get cannot compensate, they can only slightly moderate the differences stemming from the learners’ socio-cultural background. The introduction of the competence-based education of the learners, the innovation of the professional methodology in a school culture and the knowledge and use of up-to-date education methodologies are also assisted by application-support, which can also contribute to the moderation of the differences in chances between learners.
Villages/towns/cities and educational institutions have made their equal-chances situation analyses and action plans, which are regularly revised every year. All these applications require that the applying institution must have an equal-chances action plan and a situation analysis on which it is based. In my opinion, institutions can do the most to reduce the chance-differences among learners, for which they need the cooperating help provided by the school maintainers and education policy, too. Teachers working in educational institutions are the most familiar with learners’ socio-cultural background, school circumstances and the progress in their studies. In schools with the help of making plans tailored for the individual learner’s needs, experts, skills development teachers and special courses to improve special- needs learners’ skills can provide help for learners. In addition to all the aforementioned steps, permanent contact with the parents and teacher-parent-partner-cooperation are crucial.
The European Ministers of Education, grounded on the European Commission Lisbon process launched in 2000, accepted the “Education and Training 2010” work programme, which declared the to-be-achieved overall common goals in the field of education and training
in 2002. The European Commission meeting of March, 2001 laid emphasis on the fact that young people’s and in particular women’s attention must be drawn to the career possibilities in the fields of natural sciences and technology. By 2010 the number of students must be increased by 15% in these areas and the men-women balance-shift regarding these areas must be equalized. In my opinion, despite the aforementioned guidelines natural sciences education has been neglected in the last couple years in Hungary. The number of lessons related to natural sciences has decreased to a great extent in public education, which causes huge problems in the education of natural-science subjects. The president of the Hungarian Academy of Science, Dr. József Pálinkás physicist has also set the goal of improving the education of natural-sciences in Hungary. I can see that a possible further development of my present research can be the investigation of the degree of acceptance of natural-science subjects as part of the curriculum.
In my opinion, another further direction of development of the present research is to explore the process of the preparation for the advanced level secondary-school-leaving exams in secondary schools. Furthermore, it would be beneficial to investigate the relationship between learners’ applications for the advanced level secondary-school-leaving exams and the success of these exams and results of the analyses should be taken into consideration when implementing the educational processes.
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Szvathné Szalay Márta: „A tantárgyi elfogadottság vizsgálata 10. évfolyamon a kötelezően választott érettségi vizsgatárgyakból és informatikából” című pályamunka (2007. Magyar Tudományos Akadémia, kézirat)
Thurstone, L. L.. The Measurement of Values. Chicago, 1959. The University of Chicago Press, 297. p.
Varga Júlia: Humántőke-fejlesztés, továbbtanulás felnőttkorban, „skill”-ek és kompetenciák. In: Kolosi Tamás, Tóth István György, Vukovich György (szerk.): Társadalmi riport, Bp., 2006, TÁRKI.
Vári Péter (szerk.): A Monitor 97 vizsgálat főbb eredményei, Bp., 1997, OKI Vári Péter (szerk.): PISA-vizsgálat 2000, Bp., 2003, Műszaki Könyvkiadó
Publications relating to the topic of dissertation
Dr. Szvathné Szalay Márta: A tantárgyi elfogadottság vizsgálata 10. évfolyamon a kötelezően választott érettségi vizsgatárgyakból és informatikából Jász-Nagykun-Szolnok megyében. A próbamérés néhány tapasztalata. ELTE PPK honlap, elektronikus változat.
Dr. Szvathné Szalay Márta: Társadalmi egyenlőtlenségek újratermelődése. =Piadeia, a Szent István Egyetem Alkalmazott Bölcsészeti Kar kiadványa. 2008. Tavaszi szám.
Dr. Szvathné Szalay Márta: „A tantárgyi elfogadottság vizsgálata 10. évfolyamon a kötelezően választott érettségi vizsgatárgyakból és informatikából” című pályamunka (2007. Magyar Tudományos Akadémia)
ELTE PPK hallgatói beszámolók (2005. december, 2006. december, 2007. május és 2007. december)
