Students’ Attitudes Towards School Subjects

This chapter investigates the differences and similarities in students’ attitudes towards school subjects and the use of information and communication technology (ICT) in them. It focuses on the study of geography by secondary school students in Japan and New Zealand as a case study. The teaching methods and achievement goals for this subject are different in the two countries. Geography education in Japan is focused mainly on memorisation of the world’s topographical, economic, and political facts and data, while in New Zealand, it is centred on sustainability education and the acquisition of key geographic concepts/skills. This study conducted a survey of students’ understanding and feedback based on their self-evaluation. The results indicate that students’ evaluation of their comprehension of the subject is lower in Japan, but its usefulness for their future is higher compared to New Zealand. Moreover, the advantages of ICT in geography learning are equally recognised by students in both countries, but their attitudes towards its use in geography learning are more positive in New Zealand. It is not possible to conclude that the geography education in either country is better than the other, but in both cases it can still be improved for better quality and achievement.