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The influence of formative assessment on the self-assessment of pupils in the teaching of informatics at primary schools
Vaníček, Petr ; Novák, Jaroslav (advisor) ; Tocháček, Daniel (referee)
The diploma thesis deals with the question of what are the differences in self-assessment among pupils who worked with formative assessment and those who were assessed by a teacher and assed with a regular classification. The target group were students of the secondary school the studied subject was Computer Science. The goal of the thesis was to find out how the introduction of formative assessment into teaching will affect the student's self-evaluation. In the theoretical part, the author defines key terms with an emphasis on types of school assessment, student peer assessment, self-assessment and classification. It also touches on the teaching of IVT at the lower secondary school from the perspective of the framework education program and the school education program. For the research was chosen a qualitative research strategy - the peer observation technique. The research took place in parallel in the class 8.A, where the pupils were monitored and evaluated by the teacher during the half-term, and only at the end of the semester they received self-evaluation questionnaires to fill out. The 8th grade students continuously worked with mutual evaluation and self-evaluation the whole time, the teacher here played the role of an observer and a mentor. At the end of the semester, they filled out the...
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Mental strain at school and its management in relation to self-efficacy in secondary school students
KAPROVÁ, Aneta
This diploma thesis deals with the topic of mental strain at school and its management in relation to self-efficacy of secondary school students. It is divided into two parts - the theoretical and the empirical. The theoretical one presents the issues of mental strain and stress through the basic terms, concepts and theories of psychology. Primarily it focuses on the context of school environment: namely the classification of stressors, sources and modifiers of school stress - that is manifestations and consequences of stress events. Next, it deals with the stress management illustrating coping strategies. Furthermore, the work puts emphasis on personality determinants of perception and coping with mental strain. This theoretical part is concluded by the chapter which describes characteristics of adolescents in relation to taking mental strain. The empirical part aims at the research of mental strain in the secondary school environment that intends to prove the existence of a relationship between the evaluation of mental strain of secondary school students, preferred coping strategies and self-efficacy (general self-efficiency). A partial objective is to explore the relationship of presented variables with other demographic determinants (age, gender, field of study). The intention is to map the occurrence of school stressors in the research set of secondary school students in terms of assessing their incidence and intensity of emotional assessment and to find out whether there is a link between these two aspects (frequency of occurrence and intensity of stress). The research is carried out through a quantitative research strategy. The questionnaire battery includes three questionnaires: Stress Management Strategy (SVF 78), Stress Situation Questionnaire (DSS 47), General Self-Efficacy Scale (GSES). The research sample consists of 212 students of secondary technical school. In our research findings, a significant positive relationship between the rate of school stressors and the intensity of perceived mental strain was confirmed. The results showed statistically significant relationships between stress intensity, self-efficacy and preferred coping strategies. The empirical part lists all the results of our research including their discussion and limitations.
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Motivation of High School Students for School Work
Fiedlerová, Lucie ; Morávková Krejčová, Lenka (advisor) ; Gillernová, Ilona (referee)
Many secondary school teachers are currently facing students' lack of interest in the subjects taught. Research findings have also repeatedly shown that students' motivation for school work decreases as the length of the studies increases. Furthermore, students' level of motivation reaches a very low level during adolescence despite the fact that many of them make choices regarding their future careers. This thesis focuses on the relation between the motivation of students for school work and the attitudes and skills of teachers - their educational styles, and whether the relationship between students and them is positive or negative. The theoretical part of this paper introduces and describes the above mentioned concepts - educational styles and motivation - or more precisely, what kinds of motivation there are, and how these affect not only the learning process itself, but also the performance, results, and performance goals, all of which are closely linked. The practical part consists of a research investigation focused on verifying the link between students' motivation for school work and the educational styles used by their teachers. Key words motivation, education style, adolescence, achievement goals, academic achievements, learning process, teacher, secondary school student
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