magistrsko delo
Klavdija Stražar (Author), Mojca Juriševič (Mentor)

Abstract

Učna uspešnost učencev v šoli je odvisna od številnih dejavnikov, med njimi imajo pomemben vpliv učne strategije in doživljanje testne anksioznosti. Testna anksioznost se nanaša na anksioznost, ki se pri posameznikih pojavlja v šolskih situacijah preverjanja in ocenjevanja znanja. Anksioznost se pri ljudeh izraža kot dolgotrajnejši občutek tesnobe, napetosti in nelagodja, ki se pojavi brez določenega vzroka. Osebe, ki doživljajo občutja anksioznosti, se s tem težko soočajo in jih težje odpravijo, saj niti ne vedo, kaj točno je tisto, kar jih skrbi. V šolah na doživljanje anksioznosti pozitivno vpliva uporaba učinkovitih učnih strategij, kar vpliva tudi na učno uspešnost anksioznega učenca. V magistrskem delu sem raziskovala odnos med uporabo učnih strategij, testno anksioznostjo in učno uspešnostjo učencev pri pouku biologije v osnovni in srednji šoli. Prav tako sem ugotavljala vpliv spola in starosti na uporabo učnih strategij in doživljanje testne anksioznosti. Izvedena je bila empirična raziskava, v kateri je bila uporabljena deskriptivna in kavzalna neeksperimentalna metoda pedagoškega raziskovanja. Sodelovalo je 425 učencev in dijakov osnovnih ter srednjih šol Osrednjeslovenske regije. Sodelovali so učenci osmih in devetih razredov ter dijaki prvih letnikov, vsi so imeli na predmetniku biologijo. Učenci in dijaki so izpolnili dva anketna vprašalnika, in sicer vprašalnik o testni anksioznosti avtorja Vida Pečjaka in vprašalnik o uporabi različnih učnih strategij MSLQ avtorjev Pintrich, Smith, Garcia in McKeachie. Empirični izsledki so pokazali povezave med uporabo različnih učnih strategij in doživljanjem testne anksioznosti. Prav tako so se pokazale povezave med doživljanjem različnih stopenj testne anksioznosti in uporabo različnih strategij. Pojavile so se statistično pomembne razlike v doživljanju testne anksioznosti in doživljanju različnih stopenj testne anksioznosti med različno učno uspešnimi učenci in dijaki. Ugotovila sem, da starost ne vpliva na doživljanje testne anksioznosti, so se pa pokazale razlike pri spolu. Dekleta doživljajo testno anksioznost pri biologiji pogosteje kot fantje. Na doživljanje različnih stopenj testne anksioznosti pri biologiji spol in starost ne vplivata. Rezultati so pokazali tudi statistično pomemben vpliv spola na uporabo različnih učnih strategij pri biologiji. Dekleta pogosteje uporabljajo strategije ponavljanja, elaboracije, organizacije, napora, strategije za uravnavanje časa in učnega okolja ter strategije regulacije, fantje pa strategije kritičnega mišljenja. Statistično pomembne razlike so se pokazale v uporabi določenih učnih strategij glede na starost. Srednješolci učne strategije ponavljanja, elaboracije, organizacije in regulacije uporabljajo pogosteje kot osnovnošolci pri učenju biologije. Osnovnošolci pa pogosteje uporabljajo strategije kritičnega mišljenja. Ugotovila sem razlike med različno učno uspešnimi učenci in dijaki v uporabi učnih strategij elaboracije, strategij iskanja pomoči, strategij za uravnavanje razpoložljivega časa in učnega okolja ter strategij napora pri biologiji. Učenci z odličnim učnim uspehom pri biologiji v primerjavi z drugimi učenci pogosteje uporabljajo strategije elaboracije, strategije napora in strategije uravnavanja učnega okolja in časa. Učenci z nezadostnim učnim uspehom pa v primerjavi z drugimi učenci najpogosteje uporabljajo strategije iskanja pomoči. Učence, starše, učitelje in druge strokovne delavce šol je potrebno obveščati in izobraževati o naravi testne anksioznosti in njenih posledicah, pomenu in uporabi učnih strategij ter dejavnikih, ki vplivajo na učno uspešnost. Le tako so lahko učenci uspešni pri soočanju s testno anksioznostjo in njenimi posledicami.

Keywords

učna uspešnost;učne strategije;testna anksioznost;preverjanje znanja;

Data

Language: Slovenian
Year of publishing:
Typology: 2.09 - Master's Thesis
Organization: UL PEF - Faculty of Education
Publisher: [K. Stražar]
UDC: 159.953:37(043.2)
COBISS: 11401289 Link will open in a new window
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Other data

Secondary language: English
Secondary title: Learning strategies, test anxiety and academic success of primary and high- school students at biology class
Secondary abstract: The extent of learning success of students in school depends upon many factors, among them are having a significant impact learning strategies and influence of test anxiety. Test anxiety refers to the anxiety that occurs in individuals in situations of assessment and evaluation in school. Anxiety in humans is expressed as a long-lasting feeling of anxiety, tension and discomfort that occurs without a specific reason. Persons who are experiencing feelings of anxiety find it difficult to face and eliminate them, since they do not even know what exactly is what they fear. In schools, experiencing anxiety is positively affected by the use of effective learning strategies, which also affects the educational performance of a student with anxiety. In this thesis, I investigated the relationship between the use of learning strategies, test anxiety and educational achievement of students in biology class in primary and secondary school. I also observed the influence of gender and age on the use of learning strategies and experiencing of test anxiety. An empirical study was conducted which applied descriptive and causal non-experimental method of pedagogical research. 425 students of primary and secondary schools of Central Slovenian region participated, namely pupils of the eighth and ninth grade of primary schools, as well as first-year students of secondary schools, all of them having biology class in their curriculum. Participants have filled two survey questionnaires, a questionnaire on test anxiety by Vid Pečjak and a questionnaire on the use of different learning strategies MSLQ by authors Pintrich, Smith, Garcia and McKeachie. Empirical results have shown correlation between the use of different learning strategies and experiencing of test anxiety. Links between experiencing of different levels of test anxiety and use of different strategies were also noticed. Statistically significant differences appeared between experiencing of test anxiety and experiencing of different levels of test anxiety among students with different academic success. I discovered that age does not affect the experiencing of test anxiety, however, differences in gender appeared. Girls are more likely to experience test anxiety than boys in biology class. Gender and age do not influence different levels of experienced test anxiety in biology class. The results also showed a statistically significant effect of gender on the use of different learning strategies in biology. Girls more frequently apply strategies of repetition, elaboration, organization, effort, strategies of time and learning environment control and regulation, whereas boys rather make use of strategies for critical thinking. Statistically significant differences were revealed in the use of specific teaching strategies compared to age. Secondary school students use learning strategies of repetition, elaboration, organization and regulation more often than primary school pupils. Primary school students more frequently apply strategies of critical thinking. Among primary and secondary students with different academic success, I discovered differences in the use of learning strategies of elaboration, of asking for assistance, those for control of available time and learning environment, and strategies of effort in learning biology. Compared with others, students with A-grade in biology more frequently use strategies of elaboration, of effort, and strategies for the control of time and learning environment. Students with F-grade, however, most frequently apply strategies of asking for assistance, as compared with other students. Students, parents, teachers and other professionals working in schools need to be informed and educated about the nature of test anxiety and its consequences, the importance and use of learning strategies, as well as about the factors that affect students’ achievements in school. Only this way can students successfully cope with test anxiety and its consequences.
Secondary keywords: biology;learning strategy;assessment;marking;biologija;strategija učenja;vrednotenje;ocenjevanje;
File type: application/pdf
Type (COBISS): Master's thesis/paper
Thesis comment: Univ. v Ljubljani, Pedagoška fak., Poučevanje, Predmetno poučevanje
Pages: 80 str.
ID: 9244654