Students'perceptions regarding the fairness of learning environment in faculty of education
Küçük Resim Yok
Tarih
2010
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
Problem Statement: The desire to be treated fairly is a common human preference. Hence justice can be regarded as an important concern in everyday life including educational settings. There are many studies aiming at determining students' perceptions of distributive, procedural, and interactional justice pertaining to educational settings. The findings of these studies indicate that students' perceptions of justice are of great importance with regard to many variables contributing to the efficacy and productivity of the education-instruction activities, such as improving a productive teacher-student communication, and enhancing student attention, motivation and achievement. Purpose of the Study: The aim of this research is to determine how the students in the Faculty of Education perceive their learning environment in terms of fairness. Method: The population of this descriptive study comprised a total number of 3.817 students (F= 1.822, M= 1955) attending Faculty of Education at Inönü University during the 2007-2008 fall semester. A sample of the study included a total number of 405 (F= 195, M= 210) students selected from all departments and classes by a proportional stratified sampling method. Data was gathered by a survey instrument entitled: Fair Learning Environment Questionnaire. Independent Samples t-test, One WayANOVA, and LSD tests were performed for the analysis of the data obtained in the survey. Findings and Results: As a result of the research it was found that compared to male students, female students are more likely to perceive their learning environment fair. It was also revealed that students' perceptions differ significantly in terms of department variable, and students' perceptions of fairness decrease, as grade level increases. Conclusions and Recommendations: An analysis of the overall findings leads us to conclude that the "partially" and "moderately" fair perception of education institutions' training future teachers indicates a serious drawback. It is important to note that educational faculties are not only responsible for equipping the future teachers with some sets of knowledge, but above all they are, and supposed to be, the institutions to furnish them with professional teaching attitudes and behaviours.
Açıklama
Anahtar Kelimeler
Faculty setting, Fairness, Learning environment, Pre-service teachers
Kaynak
Egitim Arastirmalari - Eurasian Journal of Educational Research
WoS Q Değeri
Scopus Q Değeri
Q3
Cilt
Sayı
38
