Page 275 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 275
a) Student activities 275
A comparison of separate student groups has shown that the context of their
activities presents a very diverse picture. While debating the political and so-
cial questions, differences appeared amongst groups of students. They were
significantly different only between the group of students that failed to reach
the first proficiency level of civic knowledge (i.e. the students with the lowest
cognitive achievement in this field) and the group of students with the high-
est level of civic knowledge. The students in the latter group are character-
ised by the fact that they talk more often with parents and friends about polit-
ical and social issues, as well as about events in other countries. Also regarding
participation in the wider local community, a statistically significant difference
exists between the group of students that failed to reach the first proficien-
cy level and the groups that reached the second and third proficiency levels.
Another peculiarity regarding this scale is that the group with the lowest civ-
ic knowledge achievements is above the national average in respect of stu-
dent participation in the local community. Thus these students, on average,
participate more often in environmental protection and human rights organ-
isations, voluntary groups for helping others, organisations that collect mon-
ey for charity, cultural associations, groups of the youth who stand for certain
ideas etc. However, this group of students also lies furthest below the national
average regarding participation in school. This clearly showed when answer-
ing questions regarding how often they participate in school (in debates, class
president elections/the school parliament, decisions on school management,
running for class president etc.) that the group of students with the lowest av-
erage civic knowledge participate less in school than students, or groups of
students, with higher achievements in the area of civic knowledge. The stu-
dents with the highest proficiency level of civic knowledge participate the
most in school, and the students with low achievements participate the least
(this group’s average results are statistically different from all the three remain-
ing groups). Regarding the participation of these students, it might even be
concluded that their activities in the local community are centred more on sat-
isfying their personal interests, while less participation in school is noticeable
when it comes to linking up with others, working for the common good etc.
b) School
The perception of how often teachers encourage students to form their own
attitudes, express their opinions, take part in pro et contra debates etc., in
short, how often teachers facilitate open communication, has shown statis-
tically significant differences between the students that failed to reach the
first proficiency level and the two groups of students who reached the second
and third proficiency levels. Students with the highest achievements feel that
facilitating civic knowledge – a path towards active citizenship
A comparison of separate student groups has shown that the context of their
activities presents a very diverse picture. While debating the political and so-
cial questions, differences appeared amongst groups of students. They were
significantly different only between the group of students that failed to reach
the first proficiency level of civic knowledge (i.e. the students with the lowest
cognitive achievement in this field) and the group of students with the high-
est level of civic knowledge. The students in the latter group are character-
ised by the fact that they talk more often with parents and friends about polit-
ical and social issues, as well as about events in other countries. Also regarding
participation in the wider local community, a statistically significant difference
exists between the group of students that failed to reach the first proficien-
cy level and the groups that reached the second and third proficiency levels.
Another peculiarity regarding this scale is that the group with the lowest civ-
ic knowledge achievements is above the national average in respect of stu-
dent participation in the local community. Thus these students, on average,
participate more often in environmental protection and human rights organ-
isations, voluntary groups for helping others, organisations that collect mon-
ey for charity, cultural associations, groups of the youth who stand for certain
ideas etc. However, this group of students also lies furthest below the national
average regarding participation in school. This clearly showed when answer-
ing questions regarding how often they participate in school (in debates, class
president elections/the school parliament, decisions on school management,
running for class president etc.) that the group of students with the lowest av-
erage civic knowledge participate less in school than students, or groups of
students, with higher achievements in the area of civic knowledge. The stu-
dents with the highest proficiency level of civic knowledge participate the
most in school, and the students with low achievements participate the least
(this group’s average results are statistically different from all the three remain-
ing groups). Regarding the participation of these students, it might even be
concluded that their activities in the local community are centred more on sat-
isfying their personal interests, while less participation in school is noticeable
when it comes to linking up with others, working for the common good etc.
b) School
The perception of how often teachers encourage students to form their own
attitudes, express their opinions, take part in pro et contra debates etc., in
short, how often teachers facilitate open communication, has shown statis-
tically significant differences between the students that failed to reach the
first proficiency level and the two groups of students who reached the second
and third proficiency levels. Students with the highest achievements feel that
facilitating civic knowledge – a path towards active citizenship
