LITUANUS LITHUANIAN QUARTERLY JOURNAL OF ARTS AND SCIENCES   Volume 43, No. 4 - Winter 1997 Editor of this issue: Robertas Vitas ISSN 0024-5089 Copyright © 1997 LITUANUS Foundation, Inc.

STUDENTS' ATTITUDE TOWARD EDUCATION AND THE FUTURE SINCE THE RESTORATION OF LITHUANIA'S INDEPENDENCE (1990-1995)

VILIJA GRINCEVIČIENE

The development of active personality is the goal of educational reform in Lithuania. Proper perception of the significance of learning by school students is vital to enhance the prestige of education, as well as to raise the intellectual and spiritual level within society. Therefore, it is necessary to assess, in the process of school reform in Lithuania, the dynamics of the attitude of school students toward education and the future. New curricula, manuals, training materials and, finally, the renewal of the educational system in Lithuania may fail to reach the ultimate goal if students, instead of striving for deeper knowledge, will further demonstrate passivity and attend school only under the pressure of parents or teachers. The occupation of Lithuania, which lasted for over half a century, left distinct signs in the consciousness and behavior of society. During this time, a student was treated only as an object of education. Under those circumstances the development of an active personality, which would be conscious of the content of learning and could consistently plan for a future life, was obstructed. All these negative features were clearly revealed by research between 1990-1995, the first years of transition to independence.

The research was conducted among high school students (grades 9 and 12). Total number of respondents in 9th grade was 6,509 and in 12th grade - 6,498. The research was carried out in the following four regions of Lithuania which enjoy different ethnographic, economic and other conditions:

- Dzūkija - Suvalkija (from Alytus to Šakiai);

- Central Lithuania (from Kelmė to Joniškis);

- Western Lithuania (from Šilutė to Skuodas);

- Vilnius. 

Methods of research:

- questionnaire;

- analysis of letters and essays of respondents;

- discussions, interviews, meetings and conferences with respondents.

The following three major aspects, the presence of which are highly desirable in order to preserve the motivation for learning and to create a pleasant and home-like atmosphere at school were studied:

1) sincere teacher/student and student/parent relations

2) content of curricula oriented toward the practical future needs of students

3) teaching methods which would incite further learning.

Prof. Laužikas wrote "A student is not and should not be an accurately designed model to which standard education, academic record and behavior can be applied [...] The first and foremost condition for the successful education and upbringing of young people is a deep knowledge of the object of education." 1

In the period since the re-establishment of independence and up through 1995, important work has been performed in the field of education. Some of this includes concepts of different school types, the content of curricula, new programs and manuals.2 The schools of Lithuania were assigned a new task, namely, to develop strong personalities. The results of the research indicate the prestige of higher education and the most attractive professions to young people. In addition it became clear in the course of the research that a decision on future life is influenced by a number of factors such as gender, place of residence, the level of parents' education, academic results and state of health.

In the questionnaires, students put down their proposals and comments, evaluated teaching materials, manuals, possibilities to study in a class of a certain profile, etc. A number of respondents wrote letters in which they explained comprehensively their attitude toward changes in the structure of the school, such as a prolonged academic year, introduction of A and B levels of education, increased number of students in a class, changed procedure for graduation and entrance exams, and duration of compulsory education. Students of grades 9 and 12 are rather self-critical and objective in the assessment of their experience and feelings. Thus their ideas and attitudes should be taken into consideration while reforming the system of education. Students come to school bearing the imprint of the attitude of society toward school, teachers and the prestige of education, as well as the ongoing changes in the economy and social life.

The research on 9th grade students indicates that:

1) academic results depend on a number of subjective and objective factors, such as gender and age of a student, his/her plans for the future, composition of the family and education of parents; even the location of residence has certain influence.

2) self-evaluation of academic results has changed for the better - in 1993, 32.2 % of students evaluated them as good and in 1995 their number increased up to 36.0 %.

3) the number of students who considered the results as satisfactory decreased. 1991 - 62.55 % and in 1995 - 54.5 % and

4) the number of students who were disillusioned in school and had a low estimate of the results increased: in 1990 - 4.6 % and 1995 - 9.4 %. 

The reasons given:

1) failure to master certain subjects;

2) tense and poor teacher/student relationship;

3) considerably increased amount of homework and overloading of students.

Given the above reasons, a number of respondents (from 2.3 % or 5.3 % by different age groups) stated that it is not worth studying harder and that they prefer work to further education. During the research period, academic results of the majority of 9th grade students were satisfactory. On the other hand, all of them showed self-criticism and admitted that they do not study to the best of their abilities and could achieve better academic results provided they studied harder. Some students failed to achieve good results in particular subjects or receive extra help from teachers.

The research revealed that female students' quality of education is higher than that of male students. Female students are more diligent and conscientious, and accept a higher degree of responsibility, they abide by the requirements set by teachers and allot more time to studies. Female students spend more time on homework and more often consult their teachers. They basically strive for higher education. Male students, however, display greater indifference. Interviews and letters show that, contrary to female students, males most often see no sense in studying harder and fail to achieve good results in certain subjects. Males do not seem motivated to consult teachers for help. They indicated that they attend school because they are made to do so.

Not only did ninth grade students write in their letters about positive changes in school (activities of youth organizations, opportunities to travel within and outside Lithuania, new colorful and attractive textbooks), but also about the lack of sincerity in communication with teachers, overload and enormous amount of homework, as well as certain subjects -mathematics, informatics, chemistry and physics - being too complicated, uninteresting and not meeting practical requirements. In 1995, only 18.6 % of ninth grade students (the highest figure throughout the research period) stated that they study according to their abilities; 87.5 % of respondents informed that they could achieve better academic results. Urban school students show better results than those of rural areas. The research results revealed a direct correlation between students' academic results and their aptitudes. The majority of respondents in this group stated that they studied only satisfactorily and admitted that they could do better. It also became apparent that self-evaluation of academic results by students who defined their health as poor is low.

The number of 9th graders who did not wish to complete secondary education and who did not choose a profession was the highest in 1993. Their number is a direct reflection of recent social and economic changes which brought about unemployment and social hardships for a considerable number of people with higher and vocational education with children. Many of them had to leave a job they liked in order to be able to earn a living in employment that did not correspond to their qualification. The attitude that the wealthy are clever and that a profession is prestigious only if it earns a considerable amount of money (ways and means of earning money are not important) established itself in the mind of Lithuanian society rather quickly, in the first years of the transition to independence.

Prof. Vaitkevičius wrote: "Lithuania orients itself toward a free market based on competition and inviolability of private property. Society faces new problems such as the need to stimulate initiative, activity and ability to act independently. These human factors are not always compatible with compassion, sympathy and humaneness. Unemployment and the division of the people into the elite and misfits are painful problems."3

Therefore, it is not surprising that students, their parents and many other members of society, in particular intellectuals, are perplexed and confused.

In 1993, basic school levels (grades one through nine) found themselves at a crossroads. Almost half (49.2%) of the respondents were uncertain about further education. Only every fourth student stated his intention to proceed with education in the 10th grade and around every fifth student -to study at a vocational or technical school. Genuine values regarding education and art appeared to have lost their significance.

This affected intellectuals in the most painful way. Teachers, physicians, artists, scientists and the like were paid the lowest salaries.4 In the period from 1993 to 1995, the attitude of society toward science, arts and other intellectual values had changed abruptly. At the end of this period, however, the prestige of higher education began to grow and in 1995, over half of ninth grade students planned to continue studies in the 10th grade. Every fourth student, however, was not certain about future plans. Vocational education was not popular, since students could hardly find employment with the conditions of on-going reform in the economy.

The research indicates that academic records have the strongest influence on a student's decision. Those with a good academic record were willing to proceed with education into the 10th grade. Students from a single parent family preferred to start working as soon as possible and, therefore, planned to study at a vocational school. Although the prestige of education in general was very low over the transition period, in 1992-1993 in particular, the decision to study further was very often dictated by the level of education of the parents. Some people with higher education were not gravely affected by the difficulties of the transition. They tried to preserve the prestige of education and believed that their own prestige within society would be restored in the near future.

In 1990-1991, 32.5 % of nine-graders stated their intention to continue to higher education. In 1992-1993 - 25.8 % and in 1994-1995 - 35.7 %. Certainly, the attitude of a fifteen-year old student is subject to future changes, but these figures show the general attitude toward higher education within society.

One of the most important issues to be decided by students who are about to complete studies at a basic school (grades one through nine) is their future profession. Gender, state of health, academic results and education of parents are the most decisive factors influencing the final decision. Decision-making is more difficult for female than male students. The survey revealed that the majority of those who do not continue with their education make hasty decisions immediately upon graduation. Therefore, it was not accidental that the majority of them in 1993 (56.5%) could not tell about their future plans in May. Both students and parents failed to react quickly to on-going changes and reforms. On the other hand, those who left high school in 1995 felt more sure of themselves. This can be explained by the regained prestige of education in that year. The low estimate of cultural values and the negative effects of the economic transition of the first years of reforms remain in the past.

12th grade students complained of being overloaded with courses such as mathematics, chemistry and physics. Over half of them gave only satisfactory evaluation of their work. They spoke of failures in certain subjects and expressed the need for additional consultation. Many of them will choose a profession not connected with subjects that they have had difficulty with.

The number of students whose performance was given an unsatisfactory evaluation increased from 2.95% in 1991 up to 7.75% in 1995. The majority of respondents who graduated from senior high school during the research period indicated that their academic results were just satisfactory.

Discussion with teachers and students revealed that the introduction of a new curriculum resulted in increased requirements for students. In practice it means a greater amount of homework. Female students pay more attention to studies and therefore their academic results in 12th grade are better. A number of male students report gaps in knowledge since their studies in lower grades. They complain about an inability to master subjects despite their efforts.

A poor teacher/student relationship can often account for unfinished homework. A number of male students stated that it makes no sense to study harder because they plan to work after school. Thus we can presume that the gender gap

in education will further increase to the disadvantage of men. Only a small percentage of 12th grade students (8.75% in 1991, 9.65% in 1993 and 11.2% in 1995) indicated that they study according to their abilities, whereas the majority of them (in 1991 - 84.73%, in 1993 - 84.8% and in 1995 - 85.4%) admitted that they could do better.

The reasons which could explain an average level of knowledge in three quarters of 12th grade students were also analyzed:

- complicated content of education;

- failure to master certain subjects;

- lack of patience;

- poor relations with teachers.

Regrettably, the number of those not continuing with their education, and who see no sense in studying harder and with greater efficiency, as well as those who encounter health problems, is increasing. Students' health should be the most important factor taken into account when constructing curricula, and establishing the duration of vacation and the academic year.

While analyzing professional orientation, the possible influence of parents' profession on decisions adopted by youngsters was taken into account. Students tend to choose professions which differ from those of their parents and siblings, in particular when they have a low opinion of their professional life. Only 19% of 12th grade students stated that they had chosen the same or very similar profession. This trend prevails in the families of physicians, musicians and artists

Female 12th grade students often cannot decide on their future profession. In general, under the circumstance of the transition, female workers lost employment more often than males. In 1993, every sixth female graduate was definite about her profession. A considerable number of them could only indicate the field they were interested in. 42.9% of secondary graduates were uncertain about their future profession.

Both fifteen and eighteen year old youths were at a crossroads in 1993 because of social and economic changes within the country.

Lithuanian society faces continual changes in its social, economic and political life. At the same time, the educational system is under constant development:

- change in the content of education;

- introduction of new teaching methods;

- change in the role of the school within society;

- change in the understanding of the role of an individual, nation and humankind.

Prof. Šernas states that "the task of education is to help overcome deepening economic, political, sociological and crime related crises."5 It remains to be seen if Lithuania's educational system can rise to meet this formidable challenge.

NOTES:

1 J. Laužikas, Mokinių pažinimas ir mokymo diferencijavimas (Knowing the pupils and differentiation in teaching), Kaunas, 1974, p. 185.
2 Lietuvos švietimo koncepcija (Concept of Education in Lithuania), Vilnius 1992, pp. 34-37.
3 J. Vaitkevičius, Socialinės pedagogikos pagrindai (Fundamentals of Social Pedagogy), Vilnius, 1995, p. 265.
4 Lietuvos statistikos metraštis (Statistical Annals of Lithuania) 1994-1995, pp. 202-215.
5 V. Šernas, Profesinė pedagogika (Professional Pedagogy), Vilnius, 1995, p. 143.