UDC 378.4.016 (477) 2.312
DOI: https://doi.org/10.59694/ped_sciences.2026.20.128
SOCIO-DEMOGRAPHIC AND EDUCATIONAL CHARACTERISTICS OF STUDENTS OF HUNGARIAN-SPEAKING SCHOOLS OF TRANSCARPATHIA ACCORDING TO THE RESULTS OF COMPETENCY ASSESSMENT
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POLLOI Katalin Dezyderivna
Doctor of
Philosophy (PhD), Associate Professor of the
Department of Pedagogy, Psychology, Primary,
Preschool Education and Management of Educational
Institutions, Director of the T. Lehotska Research
Center of the Transcarpathian Hungarian University of
Ferenc Rákóczi II.
ORCID іD: https://orcid.org/0000-0003-3833-8368
MOLNÁR D. Erzsébet Oleksandrivna
PhD,
Doctor of Philosophy in History, Associate Professor,
Department of History and Social Sciences, Ferenc
Rakoczi II Transcarpathian Hungarian University.
ORCID іD: https://orcid.org/0000-0001-6453-8174
MOLNAR D. Stefan Stefanovych
Doctor of
Philosophy (PhD), Associate Professor of the
Department of Geography and Tourism, Research
Fellow of the T. Lehotska Research Center of the
Transcarpathian Hungarian University of Ferenc
Rákóczi II.
ORCID іD: https://orcid.org/0000-0003-2959-9136
Abstract:
The aim of the study is to provide a comprehensive overview of the socio-demographic and academic characteristics of 6th- and 8th-grade students attending Hungarian-language schools in Transcarpathia, based on data from a large-scale competency assessment. The research focuses on exploring the social, familial, and institutional contexts within which students’ competency outcomes can be interpreted in a minority education setting. Data collection was conducted in the spring of 2024 in 39 Hungarian-language schools in Transcarpathia, involving a total of 1,082 students.
The assessment covered competencies in mathematics, reading comprehension in the mother tongue, as well as English and Ukrainian language skills. The study was complemented by a sociodemographic questionnaire and focused on students’ family background, cultural resources, learning-supportive environments, educational trajectories, and further educational aspirations. The results indicate that the examined student population is socially heterogeneous; however, several indicators reveal the presence of structural disadvantages.
The outcomes of the competency assessment show varying performance levels across subjects, and statistically significant differences can be observed according to the type of school maintainer. Students attending church-maintained schools achieved above-average performance across all examined domains.
Keywords: competency assessment, socio-demographic background, minority education, Transcarpathian schools, student achievement.
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