<p>In the Swedish governing document for the mandatory school (Lpo94) it is laid down that The school shall strive for being a living social community that gives safety and the will and desire to learn. The social community and the social relations in the school everyday existence are thereby without hesitation very important for the students' learning. The teacher always wants to engage the students and create order, comfort and a good work environment. In this essay, the relationship between students' work climates, matter interests and average grades is studied. This gives understanding and awareness in these important parts of the schools´ daily activity. In order to study the relationship a combination of quantitative and qualitative method is used. With a quantitative method the information is collected in a formalized and structured way. The information/data is collected with a field survey of the 9th grade students on three arbitrary schools. Those three schools are to be seen only as representative of students' work climates, matter interests and average grades in a diversified reality. A formalized questionnaire survey and a collection of documents with students' anonymous grades give an equal and comparable picture of three schools. This equal and comparable picture of students' work climates, matter interests and study performances on the three schools give a basis and a starting point to study the relationship. From this starting point and bases the relationship is studied. A qualitative analysis is based on comparing the three schools and to see whether a clear relationship can be found. The qualitative analysis builds on the essay's theoretical frame of reference and the collected formalized and structured information/data.</p><p>I find three simplifications around the studied relationship. The explanations of those three simplifications build up a relationship between students' work climates, matter interests and average grades, study performances. The conclusion I draw is, if the students' work climate can be improved comes positive effects on the students' learning and matter interests. The students' average grades are not only affected of the pedagogic and didactic quality in the education, it is also affected by the students' work climates. The education pedagogic and didactic quality is of crucial importance for students' matter interests. To revive students' matter interests is therefore the teachers' duty. In order to improve students' learning in the school and theirs average grades should one always ensure to improve the students' general work climate.</p>

In the Swedish governing document for the mandatory school (Lpo94) it is laid down that The school shall strive for being a living social community that gives safety and the will and desire to learn. The social community and the social relations in the school everyday existence are thereby without hesitation very important for the students' learning. The teacher always wants to engage the students and create order, comfort and a good work environment. In this essay, the relationship between students' work climates, matter interests and average grades is studied. This gives understanding and awareness in these important parts of the schools´ daily activity. In order to study the relationship a combination of quantitative and qualitative method is used. With a quantitative method the information is collected in a formalized and structured way. The information/data is collected with a field survey of the 9th grade students on three arbitrary schools. Those three schools are to be seen only as representative of students' work climates, matter interests and average grades in a diversified reality. A formalized questionnaire survey and a collection of documents with students' anonymous grades give an equal and comparable picture of three schools. This equal and comparable picture of students' work climates, matter interests and study performances on the three schools give a basis and a starting point to study the relationship. From this starting point and bases the relationship is studied. A qualitative analysis is based on comparing the three schools and to see whether a clear relationship can be found. The qualitative analysis builds on the essay's theoretical frame of reference and the collected formalized and structured information/data. I find three simplifications around the studied relationship. The explanations of those three simplifications build up a relationship between students' work climates, matter interests and average grades, study performances. The conclusion I draw is, if the students' work climate can be improved comes positive effects on the students' learning and matter interests. The students' average grades are not only affected of the pedagogic and didactic quality in the education, it is also affected by the students' work climates. The education pedagogic and didactic quality is of crucial importance for students' matter interests. To revive students' matter interests is therefore the teachers' duty. In order to improve students' learning in the school and theirs average grades should one always ensure to improve the students' general work climate.

The results for the Swedish children and adolelscents in International surveys of literacy has since 2009 indicated a decrease. The aim of this thesis is to examine if there is a correlation between the education achievement and the level of reading comprehension for students at the upper secondary school. Vocational programmes and programmes preparing for higher education are compared. The scores and marks of two different reading comprehension tests and the average score for 58 students from a public upper secondary school has been studied and compared. The results shows development for students with a weak reading comprehension on both programmes and comparative good study achievments. Students with the highest measured reading comprehension shows higher study achievements but with an overall lesser impact in the vocational programmes compared to the programmes preparing for higher studies. There is no significant level difference in grades between the vocational compared to the theoretical courses. The reading test indicates to a greater extent accordance with the study achievement compared with the national exam. The existing differences between the reading test and the national exam may be explained by the elements of open answers in the national exam. The study indicates that girls at the programmes preparing for higher education with weak reading comprehension develops more and achieve higher results compared to the boys in the same group.