1. Determining effective teacher behaviour contributing to students' academic success.
- Author
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Tuncel, S. D.
- Abstract
This survey is aimed at determining which behaviour the students feel is more likely to contribute to their academic success. Therefore, a stratified random selection of 100 undergraduates of the Ankara University were asked during the 2004-2005 school year to list the type of teacher behaviour in the classroom that they felt was important to their academic success. Based on the students' lists and similar research carried out for the same purpose, the researcher was able to draw up a questionnaire consisting of 48 types of teacher behaviour. In a second step, 220 students from Ankara University were randomly selected during the 2005-2006 school year to determine the types of teacher behaviour in the classroom contributing to the students' academic achievement and varying in degrees: important (I), neither important nor unimportant (NN) and unimportant (U). The data was subsequently interpreted by frequency distribution. As a result, 27 types of teacher behaviour were determined empirically as the kind of teacher behaviour which the students felt was most likely to contribute to their academic performance. [ABSTRACT FROM AUTHOR]
- Published
- 2009