National Learning to Learn Assessment 2024

What is it about?

The National Assessment of Learning to Learn 2024 is a research project of a consortium of the Tampere University and the University of Helsinki, funded by the Ministry of Education and Culture. The study examined the competences and attitudes of Finnish ninth graders in 2024 compared to 2001, 2012 and 2017. The survey also included questionnaires for teachers and principals.

In the research tradition of learning to learn, pupils' skills and attitudes have been studied in a national sample since the 1990s, and since 2001 using mainly the same measures. A decline in learning outcomes for primary school pupils was first observed in 2012, and there is no clear reason for this decline. In this study, a complex phenomenon was investigated by examining the level of skills and attitudes to schooling of ninth graders in spring 2024, and how these have changed compared to 2001, 2012 and 2017.

The pupils' (N = 6738) competence was measured by various tasks measuring mathematical thinking, reading comprehension and problem-solving skills, in which performance was also compared with the pupils' final grades in mathematics and mother tongue. Attitudes to school and learning were examined by questionnaires to see whether changes in attitudes to school and learning could help explain the decline in learning outcomes. In addition, new types of tasks were tested on pupils in the additional sample (N = 2012).

In public debates, the causes of the decline in learning outcomes have included the segregation of schools in larger cities, the different backgrounds of pupils and school support arrangements. These aspects, i.e. the achievement of educational equity, were examined to see whether the school or class of the pupil explains any variation in competences and attitudes. At the same time, gender differences were examined, as well as how mother's education, receiving intensified and special support or having a migration background explain variations in competence outcomes and attitudes. The role of class and weighted teaching in explaining differences was also examined.

The study also aimed to understand what influences learning to learn at school and how these factors vary between schools. Teachers are known to play a key role in supporting learning and attitudes, and this study explored the impact of feedback and other school-level factors on student learning. The aim is therefore to create a model in the Finnish context that explains the impact of schools on pupils' learning outcomes and thus provides a framework for research-based school development. In the study, teachers (main sample N = 939, additional sample N = 356) responded to a questionnaire that explored, for example, common school practices, perceived workload, trust between staff, and teacher feedback and teaching practices. In turn, the survey of principals (N = 86) asked about the school's resources, facilities and leadership.

The study will take three years. It was conducted as a nationwide sample, i.e. 9th grade pupils, secondary school teachers and principals from 124 schools across Finland responded to the assessment or questionnaire. The data was collected in spring 2024.

The results of the study are reported in the first results report (only in Finnish): Valtakunnallinen oppimaan oppimisen arviointi 2024 - Ensituloksia.

The results will be presented in more detail in a book of peer-reviewed articles to be published in 2026. The data will be described and, where appropriate, published in the Finnish Social Science Data Archive for further research use.