Search

This study explores the perceptions of coastal high school students regarding the student-centred learning approach, which prioritizes student autonomy and active engagement. The research specifically focused on Junior High School Number 10 in Tanjungpinang, Riau Islands Province, to understand how geographic and socioeconomic factors influence these students’ educational experiences. Utilizing a descriptive quantitative research design, data were collected through structured questionnaires, followed by analysis using the Rasch Model. This study investigates how coastal high school students view student-centred learning, highlighting the benefits to participation and academic performance in particular. However, certain noteworthy obstacles were noted, including the scarcity of technology and the difficulty of adjusting to more autonomous learning environments. Solutions like improved technology infrastructure and focused teacher preparation are proposed to address these problems. These results highlight how crucial it is to offer customized educational support in coastal areas in order to maximize the efficacy of student-centred pedagogies.

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RumeliDE Journal of Language & Literature Research / RumeliDE Dil ve Edebiyat Araştırmaları Dergisi is the property of RumeliDE Uluslararasi Hakemli Dil & Edebiyat Arastirmalari Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is a well known fact that women were seen as inferior to men in most areas of the life in Victorian England. They were only expected to be good wives and mothers at home. They were taught to be 'angels of their houses'. Most women obeyed the rules of dominant culture while some strived to have jobs outside their homes. Despite the oppression of the patriarchal social structure on women, they could have occupations, such as teaching positions at schools. This study focuses on their role in education, the double standards shown to them in work choices and salary. To know what Victorian women teachers experienced during their work lives is of significance in terms of undertanding the social positions they take in today's world. [ABSTRACT FROM AUTHOR]