The collection in 6th grade
The purpose of the collection was to follow up the survey that was done on the cohort in 3rd grade. In addition, it was possible to compare the results with previous cohorts (UGU cohort 1967 and Individual Statistics project cohorts born 1948 and 1953).
A practical problem with the follow-up in 6th grade was that many classes were divided and that individual students changed class or moved since 3rd grade. Therefore, we have used different routines for information and distribution of survey material depending on how many UGU students were in the school (principal) areas. First, an information letter was sent to the principal in the principal areas where there were one or more classes with at least ten UGU students. Attached to this letter was a brief information about the project, a letter from the National Board of Education and a list of classes with UGU students within the municipality. The letter was also accompanied by an information sheet for the class teachers affected by the collection and a letter to the local Home and School Associations.
At the end of May, we started contacting schools from which we did not receive any material. These were schools in which there were classes with at least ten UGU students. There were 133 classes. The most common answer was that the class did not finish all the tests and that the material would be sent in as soon as possible. In a couple of principals' areas, the packages had not been distributed to the teachers until the end of May.
Experiences from the survey showed that some teachers wondered about or assumed that students who went to grades other than 6th grade would not be included in the survey. Regarding weakly gifted students or special school students, the teachers have acted a little differently. Some teachers only announce that the student is unable to do the examination due to a disability and return the material. Some teachers wondered if the students would participate this time because they did not participate in 3rd grade. The answer was yes, because the reason was that the teacher in 3rd grade did not complete the survey. There was thus no refusal from students or guardians.
The Cognitive tests are intelligence tests containing tasks of a verbal, inductive and spatial nature. These have been given at each collection in 6th grade and began with the evaluation in 1961. The three subtests and how they were developed are described in Svensson, A. (1964) (pdf downloadable from GUPEA, in Swedish).
- Antonyms: To choose the opposite of a particular keyword among four options
- Sheet metal folding: To work out which of the four figures you get, if you fold a pictured “sheet metal piece”
- Number series: To continue a number series, where six numbers are given, with two more numbers
More about the cognitive tests can be read in:
Relative achievement: school performance in relation to intelligence, sex and home environment (pdf downloadable from GUPEA in Swedish)
Two knowledge tests were used in this collection of mathematics tests and one reading test.
- The mathematics test consisted partly of the assignments given in 3rd grade, and partly of four newly constructed assignments.
- The reading test was also largely identical to what was given in 3rd grade, but here the change consisted of five assignments being excluded.
Questionnaire for students
The student form contained 76 questions and covered the following areas:
- Students' self-perception in different school situations (questions 1–33)
- Students’ attitudes towards certain activities in school (questions 34–52)
- Students’ attitudes towards school (questions 53–59)
- Students' study choices and career plans (questions 60–66)
- Students' leisure activities (questions 67–76).
The exact wording of the questions can be found in the questionnaire for the students in 6th grade UGU 1972 (pdf 1.2 MB in Swedish).