Teachers' perceptions of constraints on improving student thinking in high schools

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2003
Akan (Özkan), Şule
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The aim of this study is to investigate teachers' perceptions of constraints on improving student thinking skills in schools, and to find out whether there are differences in teachers' perceptions of constraints in terms of subject area, educational background, teaching experience, gender, geographical area, and school location. A survey design was used in this study. The questionnaire used in the study was developed by making use of the related literature, and it was administered to 522 teachers working in the public high schools in four different regions of Turkey during the fall semester of 2002-2003 academic year. The data gathered are analysed through descriptive and inferential statistics (one-way ANOVA and t-test). There were four major constraints on improving student thinking, namely, teacher-related, student-related, curriculum-related, and external factors to classroom. The results indicated that the most agreed constraints were the student-related ones. The results also showed that there were no statistically significant differences in teacher's perceptions of the constraints on improving student thinking based on the background variables, i.e., subject area, educational background, teaching experience, gender, geographical region, and school location.
Education, Thoughts and thinking, Anova test, Thinking education, High schools, Teacher perception, Improving student thinking, Constraints on improving student thinking
http://etd.lib.metu.edu.tr/upload/683631/index.pdf
https://hdl.handle.net/11511/13346
Graduate School of Social Sciences, Thesis

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Citation Formats
Ş. Akan (Özkan), “Teachers’ perceptions of constraints on improving student thinking in high schools,” M.S. - Master of Science, Middle East Technical University, 2003.
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