Inadequate educational attainments: A study of boys in a small fishing village in Iceland

Abstract: In this thesis I have presented possible indicators affecting boys’ educational attainments and learning behaviors. In my study I used both quantitative and qualitative methods. First, I studied the relationship between knowledge of relational concepts and later academic achievements. The data consisted of two different types of tests (Boehm Test of Basic Concepts and National Standard Tests). The Boehm Test of Basic Concepts taken at the beginning of compulsory education was correlated with later academic attainments on National Standard Tests taken in forth, seventh and tenth grade. Students’ knowledge of relational concepts when entering compulsory education was found to be significantly related to later academic attainments. This relationship was found to be apparent throughout compulsory education. However, questions were raised whether the BTBC measures students’ ability to focus and concentrate for a long period of time or whether it measures students’ true conceptual knowledge. Second, I used qualitative data from the collected interviews to studied possible indicators on boys’ learning behaviors and how educational processes within school surroundings can affect boys' academic attainments. By leaning on Post-structuralist theorizing and former research I analyzed the interviews and found that parental interaction, peer networking and recreations can all be considered as influential factors on the boys learning behaviors and their academic attainments while in compulsory school.