Socialinių veiksnių ir mokymosi nesėkmių sąsajos
| Author(s) | |
|---|---|
Barkauskaitė, Marijona | Lietuvos edukologijos universitetas |
Gaigalienė, Marytė | Lietuvos edukologijos universitetas |
Lietuvos edukologijos universitetas | |
Rimkevičienė, Violeta | Lietuvos edukologijos universitetas |
Guoba, Andrius | Lietuvos edukologijos universitetas |
Vilniaus pedagoginis universitetas |
| Date Issued |
|---|
2005 |
Straipsnyje atskleidžiamos bendrojo lavinimo mokyklos mokinių (5—10 kl.) nesėkmingo mokymosi priežastys. Atlikto tyrimo (ŠMM užsakymas) rezultatai išryškino mokinių mokymosi nesėkmių skirtumus tarp miesto, rajono centro ir kaimo mokyklų. Kaimo vietovėje gyvenantys ir mokyklos nelankantys mokiniai dažniau nei miesto kaip nesėkmingo mokymosi priežastį nurodo sunkų mokymąsi ir tėvų nedarbą; nemato mokymosi prasmės, mokykloje jų niekas nedomina, o j mokyklą kartais ateina todėl, kad ją lanko draugai.
Due to various social changes in Lithuania the number of socially and pedagogically neglected children is increasing. However, today schools are not ready to provide proper conditions for the children having learning failure to adapt and develop their abilities. There was a research carried out in 2005 by order of Ministry of Education and Science. 667 target group students took part in the research: children, who do not attend school, those, who experience learning failure, or have poor attendance. The research was carried out in Vilnius, Kaunas cities, Utena, Širvintos, Jieznas, Šalčininkai, Varėna regional schools. The statistical analysis of the data was done using SPSS 10.1 program. Only statistically reliable data were analyzed. The research showed that country children who have difficulties at school, have no conditions for learning at home than the children living in cities whereas city children belonging to the same group have worse perception of teachers’ explanation than the ones living in small towns and villages. Students, having learning problems, tend to ask subject teachers for help and receive it more often in regional schools than the children in cities. Students who do not attend school point out that the main reason of learning failure is difficult studies and parents’ unemployment. This tendency is more evident in the country than in the city. Children, who live in small towns or town-type villages and do not attend school, have writing and calculating problems and do not know how to learn more often than the ones in the village or city. They also experience violence in their families more frequently. Children with poor attendance in cities tend to relate learning problems and unwillingness to study to the anticipatory attitude of the teacher towards them more than the children in the country or town-type villages...