Page 347 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
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the opinion of the teachers and the pupils on teaching and learning
Concerning the questions from 21. to 49. in the questionnaire in whi-
ch the students write about the school teaching, we notice that the students
showed a high degree of agreement with the statements that the teachers
praise them for both their successful work and activity in class (M=3.89,
SD=1.269), and that the teachers answer the students’ questions related to
the school material (M=3.88, SD=2.234). The students also said that the te-
achers emphasised the most important parts of the lesson in order to make
it easier for students to learn (M=3.84, SD=1.321). Also, they say that it is im-
portant for them to be given the marks publicly and with an explanation.
The students appreciate the use of ICT in class, too.
On the other hand, we also notice that the students’ opinions on te-
aching differ from the teachers’ opinions and they largely disagree with
the statements referring to the teachers’ way of working. The students note
that the teachers, while giving a lecture, present facts without asking any
questions, and when they work in groups, they do not receive a specific
assignment from the teacher. The teachers answer the students’ questions
to a greater extent than the students really think they do. Both claim that
the experts do not attend their lessons. There is a big difference in the as-
sessment of claims regarding the support of students’ unusual ideas when
solving a task, because students consider it to be less (M=3.17, SD=1.383)
than teachers think (M=4.60, SD=0.681). The same goes for the claims that
the teachers insist on linking materials from different fields and that the te-
achers provide students with useful pieces of advice regarding the way they
learn, because the students rate it lower than the teachers themselves.
Conclusions
All students’ and teachers’ assessments of the claims are quite different,
which leads us to more conclusions. We can assume that the students have
a different experience of teaching and learning compared to the teachers,
but there is enough room for learning progress and improving the teaching
process. Memorising facts and learning what has been written should show
both students and teachers that changes in teaching and learning process
are necessary. The students haven’t fully mastered the learning techniques,
they do not often apply critical thinking and see the connection among di-
fferent school subjects, which makes their learning more difficult. On the
other hand, the teachers do not sufficiently apply new techniques of wor-
king with students which would make them more active in class. The older
the students are the less they are interested in learning, so it is necessary
347
Concerning the questions from 21. to 49. in the questionnaire in whi-
ch the students write about the school teaching, we notice that the students
showed a high degree of agreement with the statements that the teachers
praise them for both their successful work and activity in class (M=3.89,
SD=1.269), and that the teachers answer the students’ questions related to
the school material (M=3.88, SD=2.234). The students also said that the te-
achers emphasised the most important parts of the lesson in order to make
it easier for students to learn (M=3.84, SD=1.321). Also, they say that it is im-
portant for them to be given the marks publicly and with an explanation.
The students appreciate the use of ICT in class, too.
On the other hand, we also notice that the students’ opinions on te-
aching differ from the teachers’ opinions and they largely disagree with
the statements referring to the teachers’ way of working. The students note
that the teachers, while giving a lecture, present facts without asking any
questions, and when they work in groups, they do not receive a specific
assignment from the teacher. The teachers answer the students’ questions
to a greater extent than the students really think they do. Both claim that
the experts do not attend their lessons. There is a big difference in the as-
sessment of claims regarding the support of students’ unusual ideas when
solving a task, because students consider it to be less (M=3.17, SD=1.383)
than teachers think (M=4.60, SD=0.681). The same goes for the claims that
the teachers insist on linking materials from different fields and that the te-
achers provide students with useful pieces of advice regarding the way they
learn, because the students rate it lower than the teachers themselves.
Conclusions
All students’ and teachers’ assessments of the claims are quite different,
which leads us to more conclusions. We can assume that the students have
a different experience of teaching and learning compared to the teachers,
but there is enough room for learning progress and improving the teaching
process. Memorising facts and learning what has been written should show
both students and teachers that changes in teaching and learning process
are necessary. The students haven’t fully mastered the learning techniques,
they do not often apply critical thinking and see the connection among di-
fferent school subjects, which makes their learning more difficult. On the
other hand, the teachers do not sufficiently apply new techniques of wor-
king with students which would make them more active in class. The older
the students are the less they are interested in learning, so it is necessary
347
