| Abstract | Cilj rada bio je ispitati razlike u participaciji hrvatskih srednjoškolaca u odnosu na školski uspjeh učenika i vrstu srednje škole. Područja ispitivanja učeničke participacije odnosila su se na informiranost učenika o pravu na participaciju, spremnost na aktivnu participaciju, zadovoljstvo sudjelovanjem u razredu i školi, znanje o vijeću učenika i važnost vijeća učenika, podršku nastavnika te percepciju ponašanja nastavnika (favoriziranje „dobrih učenika“ i ignoriranje „drugačijih“).
Za potrebe rada korišteni su kvantitativni podaci istraživačkog projekta „Participacija djece u sustavu odgoja i obrazovanja“ (Osmak Franjić i Borić, 2019), to jest uzorak od 1545 učenika 20 srednjih škola. Razlike u participaciji učenika utvrđene su nizom skala koje su dio Upitnika o sudjelovanju u školi, a podaci su prikupljeni u travnju, svibnju i lipnju 2018. godine. Učenici su upitnik ispunjavali metodom papir-olovka.
Rezultati pokazuju kako su razlike u participaciji srednjoškolaca značajnije prisutne u odnosu na školski uspjeh, nego vrstu škole koju učenici pohađaju. Ondje gdje se vrsta škole pokazala značajnom za razlike u sudjelovanju učenika, učenici strukovnih i umjetničkih škola u usporedbi s gimnazijama, na većini skala (procjena važnosti vijeća učenika, podrška nastavnika te percepcija ponašanja nastavnika povezana s favoriziranjem „dobrih“ učenika) ostvaruju više rezultate. U odnosu na školski uspjeh učenika, razlike u sudjelovanju vidljive su na svim ispitivanim područjima učeničke participacije (osim kod procjene važnost vijeća učenika). Razlike u participaciji s obzirom na školski uspjeh najviše su prisutne u odnosu na učenike slabijeg uspjeha u usporedbi s vrlo dobrim i odličnim učenicima (informiranost o pravu na participaciju, zadovoljstvo sudjelovanjem u razredu i školi, znanje o vijeću učenika, podrška nastavnika), nakon čega slijede značajne razlike između sve tri kategorije školskog uspjeha (spremnosti na aktivnu participaciju i percepcija ponašanja nastavnika povezana s ignoriranjem „drugačijih“ učenika), te razlika između odličnih te vrlo dobrih i slabijih učenika (favoriziranje „dobrih“ učenika). Razlike između učenika slabijeg te vrlo dobrog i odličnog uspjeha su najprisutnije te učenici slabijeg školskog uspjeha u usporedbi s vrlo dobrim i odličnim, na većini skala ostvaruju nižu razinu participacije.
U tom smislu, praksa poboljšanja aktivnog sudjelovanja učenika u školi trebala bi biti usmjerena na učenike gimnazija te postati inkluzivnija za učenike slabijeg školskog uspjeha, neovisno o vrsti srednje škole. |
| Abstract (english) | The aim of the study was to examine the differences in the participation of Croatian high school students in relation to student achievement and type of high school. Areas of student participation testing included students knowledge of their right to participate, willingness to participate actively, satisfaction with classroom and school participation, knowledge about student council and the importance of student council, teacher support, and perception of teacher behavior (related to favoring “good students” and ignoring "different").
For the purposes of the study, quantitative data from the research project "Participation of children in the education system" (Osmak Franjić and Borić, 2019) were used, precisely a sample of 1545 students from 20 high schools. Differences in student participation were identified by a series of scales that are part of the School Participation Questionnaire and data were collected in April, May, and June 2018. Students filled the questionnaire using the paper-pencil method.
The results show that differences in high school student participation are more significantly present in relation to student achievement than in the type of school that students attend. The only case where the type of school has proved significant for differences in student participation, vocational and art school students, compared to grammar schools/gymnasiums, achieve higher results on most scales (assessing the importance of student councils, teacher support, and teachers' perceptions of favoring "good" students). In relation to student achievement, differences in participation are visible in all examined areas of student participation (except when assessing the importance of student council). Differences in participation considering academic success are most present in relation to students with lower achievement compared to very good and excellent students (information on the right to participate, satisfaction with participation in class and school, knowledge of student council, teacher support), after which there are significant differences between all three categories of academic achievement (readiness for active participation and perception of teachers' behavior associated with ignoring "different" students), and differences between excellent and very good and lower students (favoring "good" students). Differences between lower students compared to very good and excellent students are most present, and students with lower academic achievement compared to very good and excellent ones, achieve a lower level of participation on most scales.
In this sense, the practice of improving the active participation of students in schools should be aimed at grammar school students and become more inclusive for students with lower school performance, regardless of the type of high school. |
