Student Perceptions of High School Education: Different Take on the Finnish vs. American School System Debate

Abstract

In 2009, the Programme for International Student Assessment studied aca- demic achievement in 65 countries and ranked Finland third and the United States below average. I analyzed the two countries' catalysts for relative suc- cess and failure, focusing on how students perceive education. I conducted my study using an online questionnaire distributed to 420 students (n=420) from Finland and America and ethnographic fieldwork that I completed in Helsinki and Rovaniemi in August of 2011. I ultimately concluded that while Finnish and American students perceived classroom activity similarly in my study (p > .2), American students showed a significantly more achievement- based conception of (and desire for) success than their Finnish counterparts (p < .001). Likewise, American students compete with their classmates to a greater degree than Finns do (p < .001). While this extrinsically-motivated view of education leads to unique advancements and innovation within the United States, it helps to widen the achievement gap. Those who fail to achieve in America become subject to low self-esteem and further failure. In Finland, students are mainly intrinsically or learning oriented, so norm- based failure does not induce low self-esteem or set students back. At the same time, the Finnish educational system is not designed to encourage ac- celerated learning and achievement among brighter students. Based on these findings, this paper outlines potential solutions to address the challenges presented by the generally extrinsically motivated/achievement oriented student body within the American system, while also pointing out what ele- ments we must retain if we are to improve in years to come. It also high- lights the benefits of psycho-sociological research in an educational realm, as examining the type of students within a system can aid in more effective policy-making.