Students' Perceptions of Teaching and Learning Practices: A Principal Component Approach

Autor/inn/en	Mukorera, Sophia; Nyatanga, Phocenah
Titel	Students' Perceptions of Teaching and Learning Practices: A Principal Component Approach
Quelle	In: Alberta Journal of Educational Research, 63 (2017) 2, S.120-138 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Undergraduate Students; Student Attitudes; Educational Attitudes; Factor Analysis; Educational Practices; Economics; Units of Study; Teacher Student Relationship; Cooperative Learning; Tutorial Programs; Visual Aids; Lecture Method; Remedial Instruction; Academic Achievement; Independent Study; Electronic Learning; Attendance; Learner Engagement + Suchen Sie Ihr Suchwort? Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Faktorenanalyse; Bildungspraxis; Volkswirtschaftslehre; Lerneinheit; Teacher student relationships; Lehrer-Schüler-Beziehung; Kooperatives Lernen; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Anschauungsmaterial; Förderkurs; Schulleistung; Selbststudium; Anwesenheit
Abstract	Students' attendance and engagement with teaching and learning practices is perceived as a critical element for academic performance. Even with stipulated attendance policies, students still choose not to engage. The study employed a principal component analysis to analyze first- and second-year students' perceptions of the importance of the 12 teaching and learning practices used in the Economics modules. The results showed that first year students perceive lecturer consultation, ADO consultation, and revision classes as the most beneficial practices for their academic performance. Second-year students recognize interactive group learning practices as most beneficial for their academic performance; they also perceive weekly tutorials, PowerPoint lectures, small group tutorials, and revision classes as contributing the most to academic performance. Self-study and e-learning are perceived as the least beneficial by both streams of students. The main conclusion from this study was that first-year students are more likely to be solitary learners and prefer teaching and learning practices that involve one-on-one interaction with the instructor. On the other hand, second-year students tend to be more social learners, preferring teaching and learning practices that are in a group setup. This is a possible explanation of why they do not attend or engage with some teaching and learning practices. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: http://www.ajer.ca/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01