Paper Information

Journal:   RESEARCH IN MEDICAL EDUCATION   WINTER 2016 , Volume 7 , Number 4; Page(s) 31 To 38.
 
Paper: 

STUDY OF CLASSROOM MANAGEMENT IN BIRJAND UNIVERSITY OF MEDICAL SCIENCES FROM STUDENTS’ VIEWPOINT

 
DOI: 

10.18869/acadpub.rme.7.4.31

 
Author(s):  KAZEMI S., MOHAMMADI Y.*, RAEISOON M.R.
 
* ALLAMEH TABATABAEI UNIVERSITY, TEHRAN, IRAN
 
Abstract: 

Background: professors as main axis of education, try to transfer the materials to the learners intelligibly. In this regards, the most important activity is classroom management and adopting a desirable behavior along with good relationship with the students. This research tries to study classroom management of professors in Birjand University of Medical Sciences from students’ viewpoint.
Methods: This is a descriptive, cross-sectional study in which the population consisted of all the students in Birjand University of Medical Sciences (n=1100) that 283 students were selected using random, stratum sampling and based on Korjsi and Morgan’s tables. A researcher-made questionnaire about classroom management styles with 30 five-option items and 3 sub-scales (interactional, interventional, and non-interventional) was used to collect data. Its validity was confirmed by experts as 0.82 and its reliability was calculated by Chronbach’s alpha as 0.86. The data were analyzed in SPSS (version 16) using independent t test and one-way ANOVA at the significant level of p<0.05.
Findings: According to the results, 179 students (63.3%) were female and 104 (36.7%) were male. The results showed that most professors made use of interactive, interventionist and non-interventionist classroom management styles , respectively. From students’ viewpoint, there was a significant difference between classroom management styles of interventionist (p=0.0001, t=5.48), interactive style (p=0.0001, t=3.27) and the non-intervention style (p=0.0001, t=4.56) in terms of teacher gender. Concerning the field of study, there was a significant difference between the interactive classroom management style (p=0.0004, t=2.89) and non-interventionist style (p=0.048, t=1.99). However, the interventionist style did not vary significantly across fields of study (p=0.176, t=1.44).
Conclusion: The results showed that most classroom management style was interactive, So in order to increase the ability of teachers in this field, workshops about how to manage classroom and effective relationships with students is offered.

 
Keyword(s): STUDENTS, STYLE, CLASSROOM MANAGEMENT, FACULTY
 
References: 
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