Students’ Perceptions of Teaching and Learning Practices: A Principal Component Approach
DOI:
https://doi.org/10.11575/ajer.v63i2.56282Keywords:
teaching and learning practices, students’ perceptions, student attendance, academic successAbstract
Students’ attendance and engagement with teaching and learning practices is perceived as a critical element for academic performance. Even with stipulated attendance policies, students still choose not to engage. The study employed a principal component analysis to analyze first- and second-year students’ perceptions of the importance of the 12 teaching and learning practices used in the Economics modules. The results showed that first year students perceive lecturer consultation, ADO consultation, and revision classes as the most beneficial practices for their academic performance. Second-year students recognize interactive group learning practices as most beneficial for their academic performance; they also perceive weekly tutorials, PowerPoint lectures, small group tutorials, and revision classes as contributing the most to academic performance. Self-study and e-learning are perceived as the least beneficial by both streams of students. The main conclusion from this study was that first-year students are more likely to be solitary learners and prefer teaching and learning practices that involve one-on-one interaction with the instructor. On the other hand, second-year students tend to be more social learners, preferring teaching and learning practices that are in a group setup. This is a possible explanation of why they do not attend or engage with some teaching and learning practices.
L’on considère la fréquentation scolaire et la participation à l’enseignement et aux pratiques d’apprentissage par les étudiants comme des éléments critiques de la performance scolaire. Malgré des politiques prévoyant la fréquentation, les étudiants choisissent de ne pas participer. Cette étude repose sur une analyse en composantes principales pour étudier les perceptions qu’ont les étudiants en 1re et 2e années quant à l’importance des 12 pratiques d’enseignement et d’apprentissage employées dans les modules de leur cours d’économie. Les résultats indiquent que les étudiants de première année perçoivent que la consultation du professeur, la consultation ADO et les cours de révision sont les pratiques dont ils profitent le plus quant à leur rendement académique. Les étudiants en deuxième année considèrent que leur rendement académique profite le plus des pratiques d’apprentissage de groupe interactif, les sessions hebdomadaires d’enseignement dirigé, les cours basés sur les présentations PowerPoint, le tutorat en petits groupes et les cours de révision. Les deux groupes d’étudiants perçoivent l’autoformation et l’apprentissage électronique comme étant les pratiques les moins favorables à leur rendement. La conclusion principale qui découle de cette étude est que les étudiants en première année tendent plus à être des apprenants solitaires et préfèrent les pratiques d’enseignement et d’apprentissage qui impliquent une interaction individuelle avec le professeur. Quant aux étudiants en deuxième année, ils ont davantage tendance à être des apprenants sociaux et préfèrent des stratégies d’apprentissage reposant sur le groupe. Ces résultats pourraient expliquer pourquoi ils s’absentent des cours ou ne participent pas aux pratiques d’enseignement et d’apprentissage.
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