What are the Affectionate Reactions of Students to Activities by Faculty Members During Courses?

Fusun Gulderen ALACAPINAR
Assoc. Prof. Dr., Necmettin Erbakan University, Faculty of Education, Konya, Turkey.
DOI: 10.14689/ejer.2016.64.12


Problem Statement: Faculty members working in the education faculties of universities are expected to show teacher behaviors. In articles on this subject, some research on teacher behavior can be found. Some articles on this subject exist in the literature in foreign countries. These studies show that faculty members teaching in universities do not effectively use the teaching-learning method and techniques in the classroom. This research is necessary to resolve this issue and create solutions.

Purpose of the Study: The present study seeks answers to the questions “According to university students, how frequently do faculty members display the behavior envisaged in the course plan?” and “What are the opinions and values of students in this regard?”

Method: This study used the questionnaire technique of quantitative research and the technique of soliciting written opinion of qualitative research. Descriptive data analysis was conducted on qualitative data. Scores were determined by three experts.

Finding and Results: Students stated that a large majority of faculty members attending courses in education do not give effect to activities envisaged in the course plan in class environments. They stress that this state of affairs makes them lose interest and fosters a negative attitude about such courses and faculty members. Students reported that they have positive feelings for other faculty members who are engaged in activities specified in the course plan and so will take them as their models.

Conclusion and Recommendations: A significant majority of students want faculty members to display affection in education environments. A faculty member is expected, in this context, not to despise, degrade, and insult students; not to take sides, to behave fairly, and act in a disciplined and serious manner; to give feedback, reinforcement, and hints; and to engage in efforts in class environments to actively involve students. Meanwhile, many studies have shown that feedback, correction, reinforcement, and student participation enhances student performance and achievement. It can also be said that stimulants of this kind influence the affective domain of students, subsequently leading students to develop positive and desired feelings. However, students stressed that they cannot see many of these characteristics in faculty members attending other education courses and they develop negative attitude to these courses and their teachers.

Key words: Education, values, student, process.