The Lamar University Electronic Journal of Student Research

Summer 2008

Do Polish Secondary School Learners Want Marks in Religion to

be Included in Year End Averages? A Brief Commentary

Norman L. Butler, PhD

Lecturer in English
Foreign Languages Department
AGH The Technical University of Science and Technology
Cracow, Poland

Renata Pirog, MA
Senior Teacher of Polish
Zespol Szkol Mechaniczych Nr 2
Cracow, Poland

William Allan Kritsonis, PhD

Professor and Faculty Mentor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Member of the Texas A&M University System
Prairie View, Texas
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
Distinguished Alumnus (2004)
College of Education and Professional Studies
Central Washington University

Kimberly G. Griffith
Associate Professor of Special Education
Department of Professional Pedagogy
Lamar University
 Tyrone Tanner, EdD
Associate Professor
PhD Program in Educational Leadership
The Whitlowe R. Green College of Education
Prairie View A&M University
Prairie View, Texas

Dr. Donald F. DeMoulin

College of Education
Doctoral Faculty
Argosy University
Atlanta, Georgia

Special Note: Thanks to Dr. Kimberly Grantham Griffith and Dr. William Allan
Kritsonis for getting the article published in the United States of America.
___________________________________________________________________________
ABSTRACT

The purpose of this short note is to find out if Polish secondary school students would
like grades in religion to be included in end of year averages. Forty one secondary
school learners, who study at Zespol Szkol Mechaniczych Nr 2, Cracow, Poland were
surveyed, and the author found that most students want marks to be a part of final
averages The theoretical framework for this article is provided by the general idea of the
school as an organization and social institution.
___________________________________________________________________________

Purpose of the Article

The aim of this article is to determine if Polish secondary school learners would like
grades in religion to be included in final averages, and it is motivated by the government‟s
recent discussion about the matter.(The Krakow Post, 21-27 February 2008, 6)
The conceptual framework for this article is supplied by the general notion of the
school as an organization and social institution.

Introduction

Poles are committed to the notion of compulsory education and public (state)
schooling. Poles start school at age 7 and can leave at 18.
In September 1999 the Polish Ministry of National Education introduced significant
changes into the primary and the secondary school system of education ((Kucińska, 23
February, 2000). The number of years of primary schooling was reduced from 8 to 6 years, 3
year junior secondary schools (gymnasiums) were created. Starting in September 2001
students (depending on their academic ability) began their studies in either 3 year academic
senior secondary schools with the possibility of earning a school leaving certificate (the
matura) or 2 year vocational senior secondary institutions (Bogaj et al., 1999, 70).
 The Ministry hopes that junior secondary schooling will lead to an increase in the
number of pupils entering secondary school due to the fact that these institutions will be better
staffed and equipped than many primary schools (Kucińska, 23 February, 2000). Poland‟s
rural dwellers will most likely significantly profit from this particular change. A UNESCO
report entitled “Republic of Poland Education For All: The year 2000 assessment” indicates
that 35% of the urban adult population have finished secondary school whereas somewhat less
than 15% in rural areas have done so. The establishment of junior secondary schools is in
itself a benefit because it segregates pupils between the ages of 13 to 15 from much younger
ones1. That is, of course, if these schools are located apart from primary institutions.
The new system involves: 1) integrated skills teaching for the first three years,
2) block instruction for the next three and 3) teaching by subject throughout junior secondary
school. In the old system, instruction by subject began in the second grade. Since it is thought
that children have difficulty differentiating between subjects at an early age these changes in
teaching practices are an attempt “to make the school fit the child” (Kucińska, 23, February,
2000).

Religious Instruction in Polish schools

In Poland, public primary, junior secondary and secondary school students receive
instruction in faith based religion or ethics(http://www.state.gov/g/drl/rls/irf/2005/51573.htm2.
Parents can ask for instruction in any of the legally registered religions, and the instructors
are paid by the Polish Government. (During the Communist Period religious education took
place outside of the school system). Given that most Poles are Roman Catholics most of the
classes in religion are taught by representatives of the Catholic Church: clergy and non-
clergy.
Younger learners might find the study of religion difficult because teaching by subject
does not take place in Polish schools until junior secondary school (Kucińska, 23, February,
2000).

Research Question

Should marks in religion be included in final averages in secondary school? The

predicted answer was „yes” because then the subject would be taken more seriously.

Student Choices and Results

On 13 May 2008 forty one students, who study at Zespol Szkol Mechaniczych Nr 2
Cracow, Poland were asked to indicate on small sheets of paper if grades in religion ought to
be a part of end of year averages, and the results were as follows: 88% (yes)3 and 12%
(no).Therefore, the predicted answer to our research question was confirmed.

Concluding Remarks

Our findings have implications for the teaching of religion in Polish secondary
schools. Nevertheless, it is recommended that more research be carried out, in the future,
involving additional institutions.
Notes

1. This point was made by Mgr Jadwiga Tyszownicka who is a senior lecturer in English at
AGH The Technical University of Science and Technology.

2. Some of Dr. Butler students mentioned that they were not offered a course in ethics when
they were in school, and they felt pressured to attend religion classes.

3. As a matter of interest, some learners mentioned that grades in religion would increase their
final averages.

Interview

Kucińska, Teresa, (MA), Deputy Director of the Department of Post-Primary Training and
Permanent Education, Ministry of National Education in the Republic of Poland. Interviewed:
23 February 2000 in Cracow.

References

Bogaj,A,. Kwiatkowski, S., Szymanski, M., (1999). Education in Poland in the Process of
Social Change, Institute for Educational Research, Warsaw.
Bureau of Democracy, Human Rights and Labor, International Religious Freedom Report -
Poland, http://www.state.gov/g/drl/rls/irf/2005/51573.htm, Retrieved: 28 November,
2006.
The Krakow Post, 21-27 February 2008, issue no.40, Religion grades included in school
averages, http://www.krakowpost.com/ Retrieved: 17 April 2008.
Republic of Poland, Education for All: The Year 2000 Assessment. http://www.unesco.
orh/efa/wef/countryreports/Poland/contents.html, Retrieved: 2 January, 2003.