Facilitators and distractors of effective learning: perceptions of middle school students, teachers, and parents /

Download
2014
Kasapoğlu, Koray
This study aims to explore teachers’, students’, and their parents’ conceptions of effective learning and to examine factors that facilitate or distract effective learning in social studies and science courses at the sixth and seventh grades. The study, through a qualitative, phenomenological research design, was conducted in eight middle schools in Afyonkarahisar, Turkey. The participants were 16 teachers, 48 students, and 24 parents. Data were mainly collected through individual interviews with teachers and parents, and focus group interviews with students. For confirmation, the interview data were supplemented by two-week non-participant observations of social studies and science courses in half of the selected middle schools, and by analyses of documents, such as worksheets, exams, and social studies and science curricula. The inductive category development approach was used to analyze the whole data. The findings were categorized under conceptions of effective learning, factors that facilitate effective learning, and factors that distract effective learning. It should also be noted that aims of effective learning and of facilitating effective learning emerged from the data. Mostly, teachers define effective learning as doing well on a test and being a good person while mostly students and their parents state that effective learning aims at getting a good job, doing well on a test, and being a good person. The findings also shed light on the factors that facilitate or distract effective learning. Person-related (i.e., student-related, teacher-related and parent-related), interpersonal, curricular, extracurricular and contextual factors not only facilitate, but also distract effective learning.

Suggestions

Utilization of learning objects in social studies lesson : achievement, attitude and engagement
Gürer, Melih Derya; Yıldırım, Zahide; Department of Computer Education and Instructional Technology (2013)
This study aimed to compare 6th grade students who used learning objects and did not use learning objects in their social studies lessons in terms of their academic achievement, attitudes toward the lesson and engagement in the lesson. Further it investigated the teachers’ and students opinions about using learning objects in the instructional process. To achieve the aforementioned aims, both qualitative and quantitative methods were used to collect data throughout the spring semester of 2011-2012 academic ...
Relations between classroom teachers attitudes toward change, perceptions of "constructivist" curriculum change and implementation of constructivist teaching and learning activities in class at primary school level
Kasapoğlu, Koray; Yıldırım, Ali; Department of Educational Sciences (2010)
This study aimed at determining whether classroom teachers‘ attitudes toward change correlate with their perceptions of constructivist curriculum change and implementation of constructivist teaching and learning activities in class at primary school level. Through a questionnaire, data were collected from 236 classroom teachers teaching in all public primary schools in the city center of Afyonkarahisar, Turkey. Demographical data of the participants, their attitudes toward change, perceptions of constructiv...
Mode-method interaction: the effects of inquıry vs. expository and blended vs. face-to-face instruction on 9th grade students’ achievement in, scıence process skills in and attitudes towards physics
Çetin, Ali; Özdemir, Ömer Faruk; Department of Secondary Science and Mathematics Education (2013)
The purpose of this study is to find out the main effects of instructional modes (blended and face-to-face), teaching methods (inquiry and expository) and the interaction effects between them on 9th grade students’ physics achievements, science process skills, and attitudes towards physics. To achieve this purpose, 2x2 factorial design with four treatment groups were constructed, blended inquiry (W-INQU), blended expository(W-EXPO), face-to-face inquiry (INQU), and face-to-face expository (EXPO). Two web en...
Early childhood teachers’ science teaching intentions and behaviours: an application of the theory of planned behaviour
Özcan, Gökcen; Öztekin, Ceren; Çakıroğlu, Jale; Department of Elementary Education (2016)
The purpose of the present study was to examine the factors influencing early childhood teachers' intentions and behaviours regarding science teaching in the light of Theory of Planned Behaviour (TPB). In addition to the original TPB constructs (i. e. behavioural beliefs, normative beliefs, control beliefs, attitude toward behaviour, subjective norms, perceived behavioural control, behavioural intention, and behaviour), four variables (i.e. personal norms, self-efficacy beliefs, science content knowledge, a...
Evaluation of the science and technology curriculum at grade levels 4 and 5 : a pilot study
Pekiner, Gözde; Berberoğlu, Halil Giray; Department of Secondary Science and Mathematics Education (2006)
The aim of the study is: (1) to investigate effects of new science and technology curriculum on 4th and 5th grade students’ achievement in terms of knowledge and understanding levels outcomes and higher order thinking skills, (2) to investigate effects of new science curriculum on the students’ attitudes towards science and (3) to examine teachers’ classroom activities in lessons. The study was conducted in three conveniently selected public elementary schools throughout Yenimahalle district of Ankara with ...
Citation Formats
K. Kasapoğlu, “Facilitators and distractors of effective learning: perceptions of middle school students, teachers, and parents /,” Ph.D. - Doctoral Program, Middle East Technical University, 2014.