WHY DO PUPILS FROM SOCIALLY DISADVANTAGED BACKGROUNDS FAIL IN TECHNICAL SUBJECTS?

Abstract

Goal: The main objective of this research is to identify the causes of difficulity that pupils from socially disadvantaged backgrounds face in technical subjects at primary school.

Methods: The research group consisted of 65 respondents, of whom 59 were women teachers and 6 were man teachers. The research method was a questionnaire of our own production.

Results: The biggest barrier that pupils from socially disadvantaged backgrounds face is the insufficient conditions for education (97%). From our research results we also perceive the parents' lack of cooperation with teachers (68%). As many as 63% of respondents do not use any form of intervention for disadvantaged pupils. 37% of respondents use methods such as: experiential methods, motivational methods, reward and punishment methods, demonstration and observation methods, brainstorming, repetition methods, practical demonstrations, competitions and games, individual approaches, information - communication technologies and teaching aids.

Conclusions: The biggest problem is the lack of cooperation between the socially disadvantaged pupil's family and the school. In the future, it would be appropriate to measure the issue with a higher number of respondents as well as focus on the teaching process with the intent to determine the different methods which are used to prevent the difficulty that pupils from socially disadvantaged backgrounds face.