Development of Students’ Technical Abilities between 1993-2022 in Finnish Comprehensive Schools

Oct 15, 2026

The study examines changes in technical abilities among Finnish school children from 1993 to 2022, using the same research instruments across three measurement years. Participants were 11–13 years old, with sample sizes of 267 in 1993, 317 in 2012, and 282 in 2022. Findings show positive affective changes for girls, while development is negative in psychomotor and cognitive areas in all groups. The decline may relate to reduced craft and technology lessons, especially for boys.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Abstract

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Introduction

Development of Students’ Technical Abilities between 1993-2022 in Finnish Comprehensive Schools Ossi Autio, University of Helsinki, Finland Abstract The aim of this study was to find out if there have been any changes in technical abilities among Finnish school children during the last 30 years. Technical abilities were first measured in the affective, psychomotor, and cognitive areas in the year 1993 and these results were later compared with the results from 2012 and 2022. The number of test participants was 267 in the year 1993, 317 in 2012 and 282 in 2022. The age of the student respondents was 11–13 years. The measurements were done with exactly the same research instruments in all three years. Some positive changes were found in affective area among girls’ test groups. Unfortunately, in all research groups the development was negative in the psychomotor and cognitive area. The reason for the decline could be in the reduction of craft and technology education lessons available, especially for boys. From a broader point of view, the changes can be due to the changes in society as a whole. It seems that the curriculum changes during last 30 years have not worked as they have been planned. Especially, boys underachievement is explained by the fact that, even if students work with systematic planning models and use their creativity, aesthetical design usually overshadows technological issues. It is assumed that progressive teaching and assessment favour girls and traditional methods are more congenial to boys. Keywords Technology education, Craft education, Curriculum, Technological abilities, Affective ability, Psychomotor ability, Cognitive ability. Introduction Between the years 1993 and 2022, there have been several changes in the national curriculum concerning technology education. The Framework Curriculum Guidelines (National Board of Education, 1994) for compulsory education states in its general section that the technical development of society makes it necessary for all citizens to have a new readiness to use technical adaptations and be able to exert an influence on the direction of technical development. Furthermore, students of any sex or gender must have the opportunity to acquaint themselves with technology and to learn to understand and avail themselves of technology. The curriculum also emphasizes that extensive knowledge is necessary when participating in technology-related discussions and problem solving. Moreover, in the general part of the curriculum, it is said that the ability to use different forms of technology, especially information and communication technology (ICT), gives students the chance to use the tools of modern society and, in general, offers a versatile environment for the understanding and the development of different forms of technology. During 2001, there was an active discussion about the role of technology education in Finnish compulsory education. Spokespersons from industry were active in organizing national seminars for developing technology education in Finnish schools, especially the goals and content of technology education in the curriculum. Moreover, several projects aimed at developing the curriculum and technology education were started (Järvinen et al., 2000; Lavonen et al., 1998; Parikka, 1998; Santakallio, 1998. The results obtained from the various development projects in the field of technology and from international discussion about the role of modern technology had an effect on the formulation of the goals and contents of technology education in the national curriculum framework for compulsory school (National Board of Education, 2004) . Hence, the 2004 curriculum emphasized the meaning of technology from the point of view of everyday life, society, industry, and environment as well as human dependency on technology. Students should be familiar with new technology, including ICT, how it is developed, and what kind of influence it has. Students’ te

FAQs

What was the goal of the study between 1993 and 2022?

The study aimed to determine whether students’ technical abilities changed over the last 30 years in Finnish comprehensive schools.

How were technical abilities measured across the years?

Technical abilities were measured in affective, psychomotor, and cognitive areas in 1993 and then compared with results from 2012 and 2022 using exactly the same research instruments.

What trends did the study find in different ability areas?

Positive changes appeared in the affective area for girls, but development was negative in the psychomotor and cognitive areas across all research groups.

Oct 15, 2026

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