SVONAR

a new quantitative method for studying learner satisfaction

Peter Kokol (Avtor), Slavko Cvetek (Avtor), Marko Kokol (Avtor), Petra Kokol (Avtor), Matej Urbas (Avtor)

Povzetek

We investigated studentsʼ feelings and well-being during the lesson. We were working on a problem of how to adjust teaching in the secondary school and achieve that students will feel as good as possible and better follow the instruction. A hypothesis was set that, by measuring the desired length of lesson and factors which influence lesson length, we can measure and influencestudent satisfaction. Based on this hypothesis we investigated the factors which have influence on lesson length in a particular subject. Data were collected by means of a questionnaire. The subjects were students of II. gimnazija (secondary grammar school). The responses were analysed to obtain correlations between the factors (average grade in a subject, boredness and likableness of the teacher, length and level of boreness of lesson content, fear of the teacher) and lesson length. Results suggest that, by modifying these factors we could change studentsʼ opinions, that is, increase their willingness to attend classes. The set hypothesis was confirmed and it was shown that by using simple diagrammatic models built on the basis of linear regression we can identify and study the influence of these factors on lesson length.

Ključne besede

teaching;secondary school;quantitative methods;student satisfaction;

Podatki

Jezik:	Angleški jezik
Leto izida:	2012
Tipologija:	1.01 - Izvirni znanstveni članek
Organizacija:	UM FERI - Fakulteta za elektrotehniko, računalništvo in informatiko
UDK:	159.95:37.091.31
COBISS:	1803684
ISSN:	Y507-231X
Št. ogledov:	1889
Št. prenosov:	319
Ocena:	0 (0 glasov)
Metapodatki:

Ostali podatki

Sekundarni jezik:	Slovenski jezik
Sekundarne ključne besede:	vodenje pouka;srednje šole;kvantitativne metode;zadovoljstvo dijakov;
URN:	URN:SI:UM:
Vrsta dela (COBISS):	Znanstveno delo
Strani:	str. [1-8], e912463
Letnik:	ǂVol. ǂ2012
Čas izdaje:	2012
DOI:	10.1155/2012/912463
ID:	8720365