Bilingual and Estonian-speaking children studying in the same classes: relation of academic achievement to the pupil’s mental ability and classroom learning environment
DOI:
https://doi.org/10.12697/eha.2014.2.1.08Keywords:
longitudinal exploratory study, bilingual children, pupils’ general mental ability, average IQ of the class and variance, teachers’ general efficacy, academic achievementAbstract
Uurimuse eesmärk oli analüüsida, kuidas arenevad eesti koolis koos õppivad eesti- ja kakskeelsed lapsed. Selleks analüüsiti, kas õpilase vaimne baasvõimekus oli realiseerunud akadeemilises plaanis nii matemaatikas kui ka eesti keele mõistmises. Lisaks kirjeldati, millised klassi õpikeskkonnad toetavad õpilaste arengut ja millised laste akadeemilised tulemused olid vastavuses nende võimekusega ning millistes õpikeskkondades oli õpilastel probleeme ja nende vaimne potentsiaal ei realiseerunud.
Analüüsiti 25 klassikomplekti, kus õppisid koos nii eesti- kui ka kakskeelsed lapsed. Arvesse läks õpilase vaimse võimekuse tase 3. klassis ja tema edaspidised tulemused 5. klassi matemaatikas ja eesti keele mõistmises. Klassi õpikeskkonda kirjeldasid klassikaaslaste keskmine IQ tase ja selle varieeruvus klassis ning õpetaja üldine toimetulek selle klassikomplekti õpetamisel. Andmeanalüüsimeetoditest kasutati nii rühmatasandi meetodeid (nt dispersioon- ja hulgiregressioonanalüüsi) kui ka indiviiditasandi meetodeid (nt konfiguratsioonilist sagedusanalüüsi).
Tulemused osutasid, et aineõppele ülemineku perioodi alguseks (5. klass) olid matemaatikateadmised kakskeelsetel õpilastel jõudnud sarnasele tasemele kui samas õpikeskkonnas õppivatel eestikeelsetel lastel, ent eesti keele mõistmises püsis kakskeelsete rühm kõigil kolmel aastal (3.–5. klass) oluliselt kehvemal tasemel võrreldes eestikeelsetega. Oluline on märkida, et väiksem akadeemiline edukus ei iseloomustanud ühtmoodi kõiki muukeelseid õpilasi. Võimekusele mittevastav madalam akadeemiline tase oli iseloomulik just keskpärase võimekusega kakskeelsetele lastele. Need õpilased moodustavad kakskeelsete hulgas riskirühma, kes tuleks õpetajatel ära tunda, et nende arengut paremini toetada. Uurimistulemustest ilmnes, et keskpäraste võimetega kakskeelsetel lastel oli probleeme klassi õppekeskkonnas, mis oli võimete poolest ühtlane, kuid keskmisest madalama IQ tasemega. Lisaks näitasid andmed, et vaimse võimekuse mõttes heterogeensetes klassikomplektides õppis andekaid lapsi, nii eesti- kui ka kakskeelseid, kelle vaimne potentsiaal akadeemilises plaanis ei realiseerunud.
Erinevused õpilaste arengumustrites eri tüüpi klassi õpikeskkondades võivad olla tingitud õpetaja toimetuleku erinevustest. Näiteks ei suuda heterogeenses klassikeskkonnas suur hulk õpetajaid (ja ka koolikorraldusi) piisavalt toetada kõigi klassis koos õppivate lasterühmade arengut. Tavaliselt kannatavad kõige rohkem keskpärase ja kõrge võimekuse tasemega lapsed, kelle akadeemilised tulemused jäävad alla nende vaimsele potentsiaalile.
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