Namen diplomskega dela z naslovom Vplivi različnih dejavnikov na pravopisno znanje je bil, ugotoviti, ali kateri od izbranih dejavnikov (način usvajanja črk, učiteljev osebni slog s sposobnostmi učencev, učno gradivo) vpliva na učenčevo poznejše pravopisno znanje in na to, kolikšen je njegov dejanski vpliv.
V raziskavo so bili vključeni učenci oddelkov tretjega razreda štirih mariborskih šol. Pravopisno znanje smo preverjali marca v šolskem letu 2008/2009.
Ugotovili smo, da na pravopisno znanje učencev ne vpliva izrazito samo en dejavnik, temveč različni dejavniki, ki se med seboj prepletajo in združujejo. Ugotovili smo, da daje boljše rezultate pri poznejšem pravopisnem znanju ločeno usvajanje velikih in malih črk, vendar ne v vseh pravopisnih kategorijah. Ugotovili smo tudi, da na rezultate oddelka zelo vpliva učiteljev osebni slog s sposobnostmi učencev, saj so se pojavile vidne razlike med oddelki iste šole in med učenci posameznega oddelka. Glede na količino pravopisnih vaj v delovnih zvezkih pa smo ugotovili, da delovne zvezke z največ pravopisnimi nalogami uporabljajo učenci, ki so dosegli najboljši skupni povprečni rezultat na učenca, kar se sklada z našimi pričakovanji, vendar pa drugo in tretje uvrščeni rezultat ni skladen s količino vaj v delovnih zvezkih. Zato ne moremo trditi, da količina vaj v delovnih zvezkih, uporabljenih pri pouku, bistveno vpliva na pravopisno znanje. Ključni dejavnik vpliva na pravopisno znanje je torej kombinacija vseh dejavnikov, ki jo določa učitelj.The goal of the thesis titled “The Impact of Various Factors on Orthographic Skills" was to determine whether any of the selected factors (the manner of learning the alphabet, teacher\u27s personal teaching style with regard to pupils\u27 abilities, teaching materials) influence the pupils\u27 later orthographic skills, and to what extent.
The survey included 3rd grade pupils from four primary schools in Maribor. Orthographic skills were tested in March 2009 (school year 2008/2009).
It was determined that not only one but several factors significantly influence the orthographic skills of pupilsthese factors are interconnected and merged. Furthermore, it was determined that better results were obtained by acquiring the writing skills of capital letters and small letters separately. Nevertheless, this does not hold true in all orthographic categories. Finally, it was determined that teachers’ personal teaching styles with regard to pupils\u27 abilities heavily influence the results of the classesnotable differences were observed between classes of the same school, as well as differences between pupils of the same class. With regard to the quantity of orthographic exercises in workbooks, it was concluded that workbooks with orthographic exercises were most frequently used by those pupils who had achieved the best average results per pupil. Although this coincided with our expectations, the second and the third best results were not in accordance with the quantity of orthographic exercises in workbooks. Therefore, we cannot claim that the quantity of orthographic exercises in workbooks used in the classroom presents a significant influence on orthographic skills of pupils. The key factor of influence on orthographic skills is therefore a combination of all factors, as decided on by each individual teacher
