Consumer knowledge in Norwegian Upper Secondary Schools

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A course in economics and information processing was introduced in 1994 as a new cumpolsory subject in the general studies program of Norwegian Upper Secondary schools, 1st grade.

Forbrukerrådet Publisert: 02.02.2000 12:00

The course was to provide pupils with basic knowledge so that they would be better prepared as responsible consumers in the market. The Ministry of Children and Family Affairs wanted to do a study that measured some of the effect of the teaching. The National Institute for Consumer Research conducted the study. In Nice-mail no 5, we reported on this new subject.

Two studies were done in order to learn about the consumer knowledge of upper secondary school students. The first took place in 1994, before the course on economics and information processing was introduced. Five upper secondary schools from different regions were chosen. There were 933 pupils, all in their 1st year at school, who answered 20 multiple choice questions about consumption. (The results from this study is reported in NICE-Mail 2.) In 1997, after the course was introduced, the five schools participated in a new study. This time 656 pupils in their 2nd grade answered 38 questions about consumption. Nine of the questions, six about consumer economy and three about consumer rights’, were comparable to those asked in the first study. In comparing the pupils' answers before and after the course was introduced, some of the effect of the course could be measured.

It was assumed that the pupils' level of knowledge has increased after the introduction of the course. Secondly, it was assumed that the differences in levels of knowledge between the pupils to have remained stable or increased. For example, it was assumed that the differences between boys and girls would have remained unchanged while the differences between pupils with parents of low/middle education and those with higher education had increased. Only the latter has been proved negative.

Firstly, the analysis shows that the pupils' knowledge of consumer affairs has increased. Prior to the course the pupils answered, on average 4,1 of nine questions on food prices, credit and consumer rights correctly. After the course 4,7 questions were answered correctly.

Secondly, the analysis showed that the difference between pupils has increased following the course. Prior to the introduction of the course, pupils at two different upper secondary schools gave more correct answers than pupils at the other schools. This difference had increased after the course. At the same time several new differences have arisen. Before the course pupils at one of the schools had as many corrects replies as pupils in the two schools mentioned above. After the course they had fewer correct answers. This may indicate that teaching quality varies between the schools.

Thirdly, the analysis showed that differences in the level of knowledge between boys and girls remain unchanged. Prior to the course, girls had better knowledge of food prices while the boys were more familiar with credit. This was also the case after the course. With regard to the theory of «gender-based knowledge», one explanation might be that pupils are partly socialised, and have partly socialised themselves in traditional gender role models where they respectively identify themselves with, or distance themselves from, knowledge associated with their own or the opposite gender. On the principle of «pupil-centred learning» another explanation might be that the teachers have adapted teaching to conform with the pupils' previous experience and knowledge.

Generally speaking the pupils reacted more positive than negative to the course. The course was first and foremost considered as useful with regard to later studies and a working career, partly interesting, and generally regarded as equally important for boys and girls. The school was considered the most important arena for acquiring a knowledge of consumer affairs. The next important factors were the home and the mass media.

Interesting enough, the analysis suggests a growing tendency for pupils to overestimate rather than to underestimate their rights – they believe that they have more rights than the law actually provides for. In a purchasing situation, such beliefs can have both positive and negative consequences. Positive in that the pupils will find it easier to press their demands where conditions of purchase are poorly defined, and negative in that they may more easily enter into a poor sales agreement in the belief that the law will protect their rights.

For more information, please contact:
Elling Borgeraas,
National Inst. for Consumer Research,
P.O.Box 173,
N-1324 Lysaker
Tel: 47-67 59 96 00
Fax: 47- 67 53 1948
E-mail: eborgera@online.no