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ERIC Number: EJ1104543
Record Type: Journal
Publication Date: 2016-Jun-23
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1990-3839
Perceptions of Education Faculty Students on Teaching Methods and Materials
Esmer, Elif; Güven, Gülçin; Aydin, Oktay; Özden, Bülent; Efe, Kadriye; Sener, Nurcan
Educational Research and Reviews, v11 n12 p1093-1109 Jun 2016
Individual differences have an influence on a wide range of education fields. These differences can range from organizing teaching environments to the techniques and strategies that the teacher uses. This study focused on individual differences of pre-service teachers and aimed to investigate the perceptions of Education Faculty students on teaching methods and education materials. A descriptive method was utilized for the study. The participants were 691 female and 364 male students from seven different departments of the education faculty. Personal information forms were used to collect data. Teaching method and teaching material preference questionnaires were used to determine the preferences of teaching methods and materials. According to pre-service teachers, the most effective teaching methods are case studies and discussions, and the most effective teaching materials are film demonstrations; however, models, schemas and graphics are also effective. As a result of this study, lecturing, question and answers, group work, individual work, inductive, discussion, case study, problem-solving and presentation methods show significant differences at a 0.01 level, while the points based on schemas, graphics, film demonstrations, computer software (CD-VCD), PowerPoint presentations and over-head projector show significant differences at a 0.01 level. Conversely, books and written materials show significant differences at a 0.05 level.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Turkey
Grant or Contract Numbers: N/A