Iranian Higher Education
Volume 8, Issue 2 (2016)
ihej 2016, 8(2): 57-80 |
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Students' Experience about Explicit and Tacit Impact of University of Kurdistan Lecturers’ Behavior and Teaching Method. ihej 2016; 8 (2) :57-80
URL: http://ihej.ir/article-1-876-en.html
URL: http://ihej.ir/article-1-876-en.html
Abstract: (5701 Views)
Background: Internalizing reading behavior means to create independent readers who can read life long and understand what they read in their personal, educational and career life, without the need of a teacher. The problem of most students is that they do not have independent reading skills and expect to learn in classroom via listening. In other words, they don't find and read books voluntarily and through intrinsic motivation. They only read limited resources and leaflet to do classroom tasks. But there are evidences that teacher behavior and teaching methods provides some incentive for students to strengthen their independent reading behavior.
Purpose: The aim of this study was to identify behaviors and teaching methods that directly or indirectly influenced students' reading motivation.
Method: We used content analysis to extract main topics of semi-structured interviews done with 42 students. All students of Kurdistan University were the research population. The researchers used purposive and snowball sampling method (sample selecting criteria was active and motivated readers who read non task materials and topic saturation for sample size). Also, triangulation method for data finding validation was used. Findings from interview with students discussed with 18 professors whom students believed their behavior and teaching methods motivate them.
Findings: Teacher's communication with students, scientific knowledge, creating a friendly atmosphere, and the power of speech and presentation by the Lecturer were most important codes. By category codes, we find four general themes: Moral-Humanity, scientific skills, technical skills and organizational commitment. The Four General Themes and Their detailed condes confirmed by lecturers mostly.
Results: Lecturer Behavior and his teaching method can influence students' reading motivation. In other words, lecturers' behavior and university climate can affect lifelong learning via motivate students. This study shed light on some criteria for lecturer assessment.
Purpose: The aim of this study was to identify behaviors and teaching methods that directly or indirectly influenced students' reading motivation.
Method: We used content analysis to extract main topics of semi-structured interviews done with 42 students. All students of Kurdistan University were the research population. The researchers used purposive and snowball sampling method (sample selecting criteria was active and motivated readers who read non task materials and topic saturation for sample size). Also, triangulation method for data finding validation was used. Findings from interview with students discussed with 18 professors whom students believed their behavior and teaching methods motivate them.
Findings: Teacher's communication with students, scientific knowledge, creating a friendly atmosphere, and the power of speech and presentation by the Lecturer were most important codes. By category codes, we find four general themes: Moral-Humanity, scientific skills, technical skills and organizational commitment. The Four General Themes and Their detailed condes confirmed by lecturers mostly.
Results: Lecturer Behavior and his teaching method can influence students' reading motivation. In other words, lecturers' behavior and university climate can affect lifelong learning via motivate students. This study shed light on some criteria for lecturer assessment.
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