Doživljanje mature pri dijakih v povezavi z njihovo dejansko uspešnostjo na maturi : magistrsko delo

Svenšek, Kaja (avtor), Puklek Levpušček, Melita (mentor)

Matura predstavlja zaključni eksterni izpit, s katerim dijakinje in dijaki v Sloveniji zaključijo srednješolsko izobraževanje. Poznavanje dejavnikov, ki vplivajo na uspeh na maturi, lahko vodi k pozitivnim spremembam na področju učenja in izobraževanja. Namen magistrske naloge je bil ugotoviti, ali se osebnostne lastnosti, motivacijski in učni dejavniki ter testna anksioznost povezujejo z dosežkom, ki ga dijakinje in dijaki dosegajo na splošni maturi. Raziskava je bila izvedena v dveh delih. Prvi del raziskave smo izvajali aprila in maja 2022 na vzorcu 107 dijakov četrtega letnika gimnazijskega programa. Drugi del raziskave smo izvajali julija 2022. Za merjenje konstruktov smo uporabili Vprašalnik velikih pet (BFI) in Vprašalnik motivacijskih strategij za učence (MSLQ). Ta dva vprašalnika sta bila del prvega anketnega vprašalnika. Z drugim anketnim vprašalnikom (drugi del raziskave) smo pridobili informacijo o rezultatih udeležencev na maturi. Rezultati so pokazali, da se učne strategije in osebnostne lastnosti ne povezujejo z dosežkom na maturi. Motivacijska lestvica Vrednotenje snovi se pozitivno povezuje z dosežkom na maturi, preostale lestvice učne motivacije se z dosežkom na maturi ne povezujejo. Testna anksioznost se z dosežkom na maturi povezuje negativno, kar pomeni, da dijaki z nižjo testno anksioznostjo dosegajo večje število točk na maturi. Dijaki zaznavajo kot največji stresor v času mature količino učne snovi. Večina dijakov meni, da matura tudi ni primeren zaključek srednješolskega izobraževanja in ni pokazatelj znanja, ki so ga tekom srednje šole pridobili. Raziskava predstavlja dobro izhodišče za nadaljnje raziskovanje dejavnikov, ki vplivajo na uspeh na maturi in oblikovanje intervencij za uspešnejšo pripravo dijakov na maturo.

• Jezik: Slovenski jezik
• Ključne besede: splošna matura, osebnostne lastnosti, učna motivacija, učne strategije, testna anksioznost
• Vrsta gradiva: Magistrsko delo/naloga
• Tipologija: 2.09 - Magistrsko delo
• Organizacija: FF - Filozofska fakulteta
• Kraj izida: Ljubljana
• Založnik: [K. Svenšek]
• Leto izida: 2023
• Št. strani: 65 str.
• PID: 20.500.12556/RUL-144939
• UDK: 37.091.212.2(043.2)
• COBISS.SI-ID: 146503427
• Datum objave v RUL: 24.03.2023

Sekundarni jezik

• Jezik: Angleški jezik
• Naslov: Students experience of matura in connection with their actual success at matura

Izvleček

In Slovenia, a matura exam represents the final external exam with which pupils finish their secondary education. There are factors which influence the success at the matura exam and knowing them can lead to the positive changes in the fields of studying and educating. The aim of this master's thesis is to find out whether personal traits, motivational and learning factors and test anxiety are connected with the accomplishments achieved by the pupils at the general matura. The research has been carried out in two parts. Namely, the first part was carried out in April and May in 2022. Then, the second part was carried out in July 2022. There were 107 pupils of year four of the grammar school surveyed. To measure the constructs The Big Five Inventory (BFI) and Motivated Strategies for Learning Questionnaire (MSLQ) were used. In the second part of the survey, we obtained information of pupils' results at the matura exam. The results showed that the learning strategies and personal traits do not correlate with the achievements at the matura exam. The motivation scale Evaluation of material positively correlates with the achievement at the matura exam, the remaining scales of learning motivation do not correlate with the achievement at the matura exam. Test anxiety negatively correlates with the matura achievements. This means that pupils with low test anxiety achieve more points at the matura exam. During the matura exam period pupils find the amount of the study material the most stressful. Moreover, most pupils believe that the matura exam does not show their actual knowledge having been gained during the high school education and it is therefore not an appropriate way to finish the high school. So, the research represents a good starting point for further studies into the factors affecting success at the matura exam. Moreover, there could be new ideas formed with the aim to prepare the pupils for the exam.

• Ključne besede: general matura, personality traits, learning motivation, learning strategies, test anxiety