Gymnasieelevers resonemang kring kursval inom Gy25:s nivåsystem : En kvalitativ fokusgruppstudie om elevers beslutsfattande i relation till Gy25 och rational choice theory

Sammanfattning

The new Swedish upper secondary school curriculum, Gy25, introduces a transition from a course-based grading system to a level-based system in which grades are assigned within coherent subjects consisting of multiple levels. This reform changes the conditions surrounding students’ educational choices and raises questions regarding wheter the new system may encourage students to make increasingly strategic course selection based on grades and future opportunities rather than personal interest. The issue can be understood through Rational Choice Theory, which assumes that individuals make decisions by weighing costs and benefi ts.The aim of this study is to analyze and understand how upper secondary school students reason about course selection within Gy25’s level-based system. The study is guided by two research questions: which factors students describe as important when selecting courses, and how students reason about grades, diffi culty level, and future opportunities in relation to their educational choices.The study applies a qualitative and exploratory research design and is based on semi-structured focus group interviews with upper secondary school students. The material was analyzed using thematic analysis according to Braun and Clarke (2006), where themes were identifi ed inductively from the participants’ statements. The analysis was conducted on a semantic level, focusing on what participants explicitly expressed rather than on underlying or latent meanings.The fi ndings indicate that students’ reasoning regarding course selection is more complex than simple strategic grade maximization. Several students described personal interest and future educational goals as central factors infl uencing their choices. At the same time, grades and perceived course diffi culty also infl uenced students’ reasoning. The study therefore suggests that Gy25’s level-based system does not necessarily lead to increased grade-maximizing behavior, but that the reform may contribute to strategic considerations becoming more signifi cant in students’ reasoning about educational choices.