Students' perception of the teachers' teaching of literature communicating and understanding through the eyes of the audience

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

Students' role in the classroom is no longer a passive one. Indeed, students' input on the teaching-learning process is paramount as it is their education that is at stake. Inevitably, their perception presents methodological challenges. The opportunity to be "heard" raises their own awareness about their own learning experience and the teaching process. Wittrock (1986) talks about this reciprocity, suggesting that research on students' thinking and perception functions as a mirror that can be used by both teachers and students to reflect upon their learning and teaching, hence enhancing their understanding of teaching and increasing its outcome. In other words, learners' perception and observation on the methodology and content could work in practice and become a part of exploratory studies (Eken 1999; Sidhu 2003).The purpose of this study is to look at students' thinking which promised to enhance understanding of teaching and its outcomes by providing information about teaching as experienced by the learners (Wittrock 1986). The three instruments used in the research were survey questionnaires, interview and observation. The research participants were 377 randomly selected Form One students from selected schools in WPKL. Data were collected through quantitative and qualitative analysis. Results of this research revealed that students admit their teachers have positive attitude towards literature and literature teaching. This showed that teachers always tried to cultivate an atmosphere that was cooperative rather than competitive, perceived to be non-threatening. Students were allowed to give their views and opinions, thereby, creating a receptive classroom atmosphere to produce maximum learning input.

Original languageEnglish
Pages (from-to)17-26
Number of pages10
JournalEuropean Journal of Social Sciences
Volume7
Issue number3
Publication statusPublished - Jan 2009

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Teaching
teacher
student
learning
classroom
literature
survey research
reciprocity
learning process
questionnaire
methodology
interview
school
education
experience

Keywords

  • Communication
  • Learning
  • Perception
  • Students as audience
  • Teaching literature

ASJC Scopus subject areas

  • Social Sciences(all)

Cite this

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abstract = "Students' role in the classroom is no longer a passive one. Indeed, students' input on the teaching-learning process is paramount as it is their education that is at stake. Inevitably, their perception presents methodological challenges. The opportunity to be {"}heard{"} raises their own awareness about their own learning experience and the teaching process. Wittrock (1986) talks about this reciprocity, suggesting that research on students' thinking and perception functions as a mirror that can be used by both teachers and students to reflect upon their learning and teaching, hence enhancing their understanding of teaching and increasing its outcome. In other words, learners' perception and observation on the methodology and content could work in practice and become a part of exploratory studies (Eken 1999; Sidhu 2003).The purpose of this study is to look at students' thinking which promised to enhance understanding of teaching and its outcomes by providing information about teaching as experienced by the learners (Wittrock 1986). The three instruments used in the research were survey questionnaires, interview and observation. The research participants were 377 randomly selected Form One students from selected schools in WPKL. Data were collected through quantitative and qualitative analysis. Results of this research revealed that students admit their teachers have positive attitude towards literature and literature teaching. This showed that teachers always tried to cultivate an atmosphere that was cooperative rather than competitive, perceived to be non-threatening. Students were allowed to give their views and opinions, thereby, creating a receptive classroom atmosphere to produce maximum learning input.",
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