In my master's thesis, I investigated how high school students experience psychology classes. I examined the likability of curriculum content, likability of teaching methods and forms, likability of information and communications technologies (ICT) used in class, and whether
there are differences in likability between students in compulsory classes and students preparing for matura examination. I also investigated what new topics students would like to learn. I examined students' perceptions of the content relevance of psychology classes, whether they perceive them as useful and beneficial for daily life, and the relationship between grades and the likability of psychology classes. N = 504 students of different grade
levels from five schools and different educational backgrounds were included in the study. Students completed the online questionnaire individually during class. The results showed that students found content about emotions, motivation, and personality the most engaging. The most common topic chosen by students to learn in class is mental disorders. Students prefer to work in pairs, they like the demonstration method the most, and among different forms of ICT they like watching films the most. Overall, the results show that students think the content of psychology classes is up-to-date and keeps pace with scientific progress. The
students who selected more new topics they would like to learn about have a higher grade point average and consider the content to be more up-to-date and in line with scientific progress than students who selected fewer new topics. Female students like psychology classes more than male students; students preparing for matura examination more than students in compulsory classes; students in the general high-school programme more than students in the technical programme. The results of my study provide insight into topics that should be addressed in curriculum revision and topics that should be included in the curriculum.
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