Page 277 - Štremfel, Urška, ed., 2016. Student (Under)achievement: Perspectives, Approaches, Challenges. Ljubljana: Pedagoški inštitut. Digital Library, Documenta 11.
P. 277
ir scores were above the national average. Differences were also apparent 277
between all groups, meaning that the groups are different in their perception
of the importance of democratic values, with the students with higher civic
knowledge being more positively inclined. The students’ perception of the im-
portance of conventional citizenship painted a different picture. Regardless of
where the group falls on the scale of achievements, there were no differences
amongst them on this issue. However, contrary to this, the low achievement
group stated that on average it found it less important to take part in peaceful
protests against unjust laws, participate in activities that benefit people in the
local community, join activities in favour of facilitating human rights, and pro-
tect the environment, than did the highest achievement group. The higher the
achievements in the area of civic knowledge, the more important the actions
of a social movement seem to be for a good citizen.
Students who failed to reach the first proficiency level of civic knowledge
are not as inclined towards favouring common democratic values, which sup-
ports a democratic society, as are their highest achieving counterparts. The
lowest achievers also do not place that much importance on social move-
ments which are connected to citizenship. If a conclusion were to be drawn
from this, it would be possible to say that this is a group of students that are
not as inclined to participate in school and therefore do not see the value of
this for the functioning of a democratic society. There is a lack of transfer of
knowledge and experiences, which were supposed to be gained in school for
their functioning in the future. This, however, can certainly be addressed by
valuing these activities and the motivation that channels them.
d) Students and Society
The two groups of students do not show statistically significant differences re-
garding their interest in political and social issues (within the local communi-
ty, country, international politics). However, statistical differences have been
discovered in students’ sense of the efficiency of international politics. Com-
pared to the highest achieving students, on average those who did not reach
the first level of civic knowledge believe that they know less about internation-
al politics than their peers; they agree less that they might have something to
say about that; they agree less that they understand these questions or that
they have political opinions that are worthy of being listened to; and in gen-
eral they agree less with the statement that they will be capable of taking part
in politics etc. when they grow up. This can be interpreted as a realistic self-as-
sessment of civic knowledge.
e) Rights and Obligations
Statistically significant differences between groups of students also appear in
the students’ attitudes towards gender, ethnic and racial equality. The group
facilitating civic knowledge – a path towards active citizenship
between all groups, meaning that the groups are different in their perception
of the importance of democratic values, with the students with higher civic
knowledge being more positively inclined. The students’ perception of the im-
portance of conventional citizenship painted a different picture. Regardless of
where the group falls on the scale of achievements, there were no differences
amongst them on this issue. However, contrary to this, the low achievement
group stated that on average it found it less important to take part in peaceful
protests against unjust laws, participate in activities that benefit people in the
local community, join activities in favour of facilitating human rights, and pro-
tect the environment, than did the highest achievement group. The higher the
achievements in the area of civic knowledge, the more important the actions
of a social movement seem to be for a good citizen.
Students who failed to reach the first proficiency level of civic knowledge
are not as inclined towards favouring common democratic values, which sup-
ports a democratic society, as are their highest achieving counterparts. The
lowest achievers also do not place that much importance on social move-
ments which are connected to citizenship. If a conclusion were to be drawn
from this, it would be possible to say that this is a group of students that are
not as inclined to participate in school and therefore do not see the value of
this for the functioning of a democratic society. There is a lack of transfer of
knowledge and experiences, which were supposed to be gained in school for
their functioning in the future. This, however, can certainly be addressed by
valuing these activities and the motivation that channels them.
d) Students and Society
The two groups of students do not show statistically significant differences re-
garding their interest in political and social issues (within the local communi-
ty, country, international politics). However, statistical differences have been
discovered in students’ sense of the efficiency of international politics. Com-
pared to the highest achieving students, on average those who did not reach
the first level of civic knowledge believe that they know less about internation-
al politics than their peers; they agree less that they might have something to
say about that; they agree less that they understand these questions or that
they have political opinions that are worthy of being listened to; and in gen-
eral they agree less with the statement that they will be capable of taking part
in politics etc. when they grow up. This can be interpreted as a realistic self-as-
sessment of civic knowledge.
e) Rights and Obligations
Statistically significant differences between groups of students also appear in
the students’ attitudes towards gender, ethnic and racial equality. The group
facilitating civic knowledge – a path towards active citizenship
