Experiences of Classroom Techniques and Learning Outcomes
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Published
Oct 1, 2014
Main Article Content
Abstract
This article is a part of a research project that is aimed to
explore how the background variables of learning are
related to learning outcomes in a Sloyd subject,
internationally referred to as Craft, Design and Technology.
The research question of this article is: “How are ninth
grade pupils’ experiences of classroom techniques related
to their learning outcomes?”
The empirical data is based on an evaluation by the
Finnish National Board of Education (FNBE). The data (n
= 4,792) was collected by stratified sampling from 152
schools. The data of pupils’ experiences of classroom
techniques was gathered in a specified questionnaire
using a narrowed sample (n = 1,548). Three main
orientations for learning were found: Learner-Centred
Learning, Teacher-Directed Learning and Collaborative
Learning. Furthermore, two orientations were formed of
technical and textile technology areas of the subject.
Analysis revealed that participating in either classes of
technical technology area or textile-technology area
predicted success in the other area as well. Thus, learning
outcomes in one area correlate with the learning
outcomes in the other. Due to this result, the effects of
learning orientations were analysed separately for both
technology areas. Experiences of Learner-Centred Learning
predicted success in technical technology area while
experiences of Teacher-Directed Learning predicted
success in textile technology area. Collaborative Learning
didn’t predict success in either of the areas. The results
can be applied in developing the subject more towards
the learners’ point of view.
explore how the background variables of learning are
related to learning outcomes in a Sloyd subject,
internationally referred to as Craft, Design and Technology.
The research question of this article is: “How are ninth
grade pupils’ experiences of classroom techniques related
to their learning outcomes?”
The empirical data is based on an evaluation by the
Finnish National Board of Education (FNBE). The data (n
= 4,792) was collected by stratified sampling from 152
schools. The data of pupils’ experiences of classroom
techniques was gathered in a specified questionnaire
using a narrowed sample (n = 1,548). Three main
orientations for learning were found: Learner-Centred
Learning, Teacher-Directed Learning and Collaborative
Learning. Furthermore, two orientations were formed of
technical and textile technology areas of the subject.
Analysis revealed that participating in either classes of
technical technology area or textile-technology area
predicted success in the other area as well. Thus, learning
outcomes in one area correlate with the learning
outcomes in the other. Due to this result, the effects of
learning orientations were analysed separately for both
technology areas. Experiences of Learner-Centred Learning
predicted success in technical technology area while
experiences of Teacher-Directed Learning predicted
success in textile technology area. Collaborative Learning
didn’t predict success in either of the areas. The results
can be applied in developing the subject more towards
the learners’ point of view.
Article Details
How to Cite
METSÄRINNE, Mika; KALLIO, Manne.
Experiences of Classroom Techniques and Learning Outcomes.
Design and Technology Education: an International Journal, [S.l.], v. 19, n. 3, oct. 2014.
ISSN 1360-1431.
Available at: <https://www.ariadne.ac.uk/DATE/article/view/1969>. Date accessed: 24 sep. 2022.
Keywords
Sloyd education, craft, design & technology education, learning outcomes, classroom techniques, self-regulated learning
Issue
Section
Research
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