Demet SEVER

72

University Students’ Resistance Behaviors: Sample of Anadolu University1

Öğrencilerin öğrenme ortamlarında sergiledikleri duyuşsal sorunlar kendilerini olduğu kadar öğretmenleri de olumsuz yönde etkilemektedir. Bu yüzden bu tür sorunların belirlenerek çözüm yollarının aranması önemlidir. Öğrenci dirençleri de öğrenme ortamlarında karşılaşılan ve öğretme-öğrenme sürecinin tüm bileşenlerini olumsuz biçimde etkileyen önemli duyuşsal özelliklerden biridir. Bu araştırmada üniversite öğrencilerinin direnç davranışlarının belirlenmesi amaçlanmıştır. Betimsel bir durum çalışması olarak yapılandırılan araştırmanın verileri 2013-2014 öğretim yılı güz döneminde en az 5 yıl deneyimi bulunan 10 öğretim üyesi ile gerçekleştirilen yarı-yapılandırılmış görüşmeler ile toplanmıştır. Görüşmelerde öğretim üyelerine temel olarak öğretme-öğrenme süreçlerinde karşılaştıkları direnç davranışları, kaynakları ve olası çözüm yolları sorulmuştur. Elde edilen nitel veriler NVivo 9.0 Nitel Veri Analizi programı yardımıyla analiz edilmiştir. Araştırma sonuçlarına göre öğrencilerin genellikle sorumluluk almama, devamsızlık ve dersle ilgilenmeme gibi edilgen direnç davranışları göstermektedirler. Öğrenci direnç davranışlarını yıkıcı ve sonuçlarını olumsuz değerlendiren öğreticiler, öğrencilerin direnç davranışlarının birincil kaynağını öğrencilerin kendileri olduklarını belirtmişlerdir. Öğreticiler direnç gösteren öğrenciler ve aileleri ile iletişim kurmanın, direnç davranışı kaynaklarının ortaya çıkarılmasının ve disiplinli davranmanın direnç davranışlarını önlemede etkili olacağı düşünülmektedir. Bununla birlikte, öğrencileri sosyal ve kültürel etkinliklere yönlendirmek, rol model olmak, kullanılan öğretim yöntem ve tekniklerini çeşitlendirmek ve direnç davranışı gösteren öğrencilere karşı empatik davranmak direnç davranışlarını önlemek için alınacak önlemler arasında gösterilmiştir

Üniversite Öğrencilerinin Direnç Davranışları: Anadolu Üniversitesi Örneği

Affective problems which could affect learners in learning environment as well as teacher negatively are needed to be identified and solved. Student resistance behavior is an affective problem that is met in learning environments and effects each components of teaching-learning process mostly negative. This study aims to investigate university students’ resistance behaviors which is one of the disruptive behavior in teaching-learning process. In descriptively designed study data were collected in 2013-2014 academic year autumn term via semistructured interviews with 10 lecturers who have at least 5 years experience. During interviews lecturers basically asked to identify types of resistance behaviors, possible sources of them and suggestions for ways to overcome. Data was analyzed by using NVivo 9.0 qualitative data analysis program. According to results, most of the students have passive form of resistance like behaving irresponsibly, absenteeism, and not being interested in course. Lecturers said that primary source of resistance behaviors are students themselves. They treated resistance behaviors as destructive and exemplified their effects in classroom negatively. Communication with resistant students and their families, revealing the sources of these behaviors and being principled were the behaviors that lecturers prefers in order toprevent themselves from resistance behaviors. Directing resistant students to social and cultural activities, being role model, using various instructional methods, and developing empathy with resistant students were the common prevention suggestions of the lecturers’
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Turkish Online Journal of Qualitative Inquiry-Cover
  • ISSN: 1309-6591
  • Başlangıç: 2010
  • Yayıncı: Prof.Dr. Abdullah Kuzu
Arşiv
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