Causes of learning problems in primary school students

Abstract

Investigations were conducted on learning problems using the sample of eighth-grade students of primary school (N=335). The respondents opted for one or more than seven offered statements related to: insufficient previous knowledge, insufficient studying, teaching contents (extensive, difficult unintelligible), textbook and teacher’s method of presenting the contents. On the basis of the results obtained, one-third of students have problems in mastering teaching contents of foreign language, physics and chemistry, and about one-fourth in mastering those of history and mathematics. All the mentioned causes of problems are present in varying degrees in some school subjects. The causes of learning problems are markedly present in a larger number of school subjects and they are related to some characteristics of teaching contents. Respondents point out, to a large extent, that teaching contents of technical education are uninteresting. In addition, students’ responses indicate that it is necessary to improve the method for mastering the teaching contents in various school subjects i.e. methods applied in the teaching process. Subjective causes, as pointed out by students, are connected with some of the subjects they have characterized as the most difficult. Unintelligible textbook is stressed to the lowest extent as a cause of learning problems compared to other causes stated for the majority of school subjects.

Ispitivani su uzroci problema u učenju na uzorku učenika osmog razreda osnovne škole (N=335). Ispitanici su se opredeljivali za jednu ili više od sedam ponuđenih tvrdnji koje se odnose na: nedovoljno prethodno znanje nedovoljan rad, gradivo (obimno, teško, nezanimljivo), udžbenik i način predavanja nastavnika. Prema dobijenim podacima, oko trećine ispitanog uzorka učenika ima probleme u savladavanju nastavnog gradiva stranog jezika fizike i hemije, a oko četvrtine uzorka u savladavanju gradiva istorije i matematike. Svi navedeni uzroci problema u učenju zastupljeni su u različitoj meri u odnosu na pojedine nastavne predmete. Primetno su zastupljeni uzroci problema u učenju većeg broja predmeta koji se odnose na pojedine karakteristike nastavnog gradiva. U velikoj meri, ističe se nezanimljivost gradiva tehničkog obrazovanja. Pored toga, učenički odgovori ukazuju na potrebu za usavršavanjem načina savladavanja gradiva različitih predmeta, odnosno metoda koje se primenjuju u nastavnom procesu. Subjektivne uzroke učenici ističu upravo u vezi sa nekim od predmeta koje su okarakterisali kao najteže. Nerazumljiv udžbenik u najmanjoj meri se ističe kao uzrok problema u učenju, u odnosu na druge navedene uzroke, kod većine predmeta.