Szantaż maturalny jako cicha codzienność ostatnich roczników szkół ponadpodstawowych. Transmisja kultury (o)presji a wolność wyboru ucznia
High School Final Exam Pressure as a Quiet Everyday Reality in Final Year of Secondary School: Transmission of an Oppressive Culture vs. Student Autonomy

Summary/Abstract: The purpose of this article is to analyze high school final exam experiences of graduates (now students of pedagogy) in the context of their assessment of teachers' activities during their final year of secondary school. The study was designed to examine whether the students surveyed felt any form of pressure to pass their final exams. The research was situated in the context of the school as a transmitting and culture-creating institution. We conducted a pilot study among first-year students enrolled in pedagogical programs at several Polish universities, with the intention of contributing to educational reflection on the pressures associated with final exams. Our aim was to identify short-term experiences of the high school final exam. Data were collected through an online survey completed by 239 pedagogy students. The results made it possible to identify the phenomenon of high school final exam pressure tactics--the most severe form of pressure--which appeared as the most frequently reported by students who experienced exam-related coercion. In addition, graduates emphasized the school's strong exam orientation and pressure on performance, accompanied by a lack of emotional support and inadequate guidance on effective learning techniques. This pilot study constitutes a prelude to further research on the experience of the high school final exam. School peri-examination sentiments, exam pressure, and exam pressure tactics emerge as part of the broader culture of pressure/oppression in schools.

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