Questionnaire
The First Section of the Questionnaire
The data obtained from the analysis of the questions asked to the teachers were presented in Table I.
Table I : Frequency of demographic characteristics of the teachers
sex |
teaching experience |
what books |
class population |
M |
F |
0-14 |
15 and over |
ANMEM |
TO |
0-34 |
35 and over |
30 |
20 |
12 |
38 |
50 |
24 |
32 |
18 |
M: male, F: female, ANME: approved by National Ministry Education, TO: the others 1 and Ss2
As illustrated in Table I, 50 teachers, 30 male and 20 female participated in this research. 12 teachers have less than 14 year experience, the rest has over 15 years of experience. All of them declared that they used the textbook approved by the National Ministry of Education whereas 24 of them declared that they also used other reference textbooks to enrich their lessons. 32 teachers indicated that their classroom populations were 0-34 and the others over 35 students.
The Second Section of the Questionnaire
In this section, the answers given by the teachers about how often they used the teaching methods and activities offered to them in their classrooms what they think on the effects of their students’ learning were presented in Table II.
Table II: The frequency of the methods and activities used in the classrooms and their thoughts on the effects on their students
Teaching Methods and Activities |
Level of importance |
Degrees of useful |
1 |
2 |
3 |
always |
mostly |
sometimes |
never |
% |
% |
% |
% |
% |
% |
% |
Brain storming |
- |
25 |
75 |
- |
- |
10 |
90 |
Role playing |
30 |
50 |
20 |
- |
- |
- |
- |
Case study |
- |
- |
- |
- |
- |
- |
- |
Demonstration |
- |
75 |
25 |
10 |
5 |
15 |
70 |
Experiment in the lab. |
- |
20 |
80 |
10 |
5 |
25 |
60 |
Organizing a classroom debate |
35 |
30 |
35 |
25 |
35 |
25 |
15 |
Using Computer Programming |
- |
90 |
10 |
- |
- |
5 |
95 |
Learning through research |
- |
45 |
55 |
10 |
5 |
45 |
40 |
Individual study |
- |
60 |
40 |
- |
- |
45 |
55 |
Group working |
5 |
45 |
50 |
5 |
- |
30 |
65 |
Watching film, video, etc. |
40 |
15 |
45 |
10 |
- |
25 |
65 |
Using Concept Mapping |
10 |
45 |
45 |
- |
- |
10 |
90 |
Using Concept Framework |
- |
- |
- |
- |
- |
- |
100 |
Learning through exploration |
10 |
25 |
65 |
10 |
- |
35 |
55 |
Using students games |
- |
55 |
45 |
- |
- |
- |
100 |
Work sheet |
- |
- |
- |
- |
- |
- |
100 |
Using models and analogies |
- |
60 |
40 |
- |
- |
5 |
95 |
Expressing |
- |
80 |
20 |
35 |
65 |
- |
- |
Question-answer method |
- |
40 |
60 |
20 |
60 |
20 |
- |
Taking notes |
- |
70 |
30 |
45 |
35 |
20 |
|
When Table II examined, it was seen that more than half of the teachers claimed that brain storming, experiment in the lab, learning through research, group working, learning through exploration, question-answer method were useful teaching methods for students’ understanding. Besides these, more than half of the teachers admitted that the methods such as role playing, demonstration, using computer, individual study, student games, models and analogies, expressing and taking notes were useful at a second degree. They commented nothing about case study, using concept framework and work sheet. Most of the teachers declared that they have never used brain storming, computer, concept mapping, concept framework, student games, work sheet, models and analogies during their teaching.
It is determined that organizing a classroom debate, expressing, question-answer method and taking notes were the methods they often use in their classrooms. Besides, nearly half of them declared that they sometimes use the methods such as learning through research, individual study, and group working and learning through exploration during teaching.
The Third Section of the Questionnaire
The data obtained analyzing the three open-ended questions which demand the thoughts of the teachers related with the active learning were presented below by categorizing their common expressions.
Question 1. Describe how student-centered teaching were carried out?
Most of the teachers (40) whose teaching experiences are over 15 year’s expressed that the students’ knowledge level is adequate, the class population is not over-crowded, the teachers and administrators have sufficient information about the application of active learning and the physical capacity of the school is suitable (labs, library…). The other 10 teachers whose teaching experiences above 15 years claimed that the active learning can be performed through solving problems, brain storming, drama, role-playing and individual study. They, moreover, expressed that if the active learning wanted to be successful through the methods mentioned above, they should be supported by using audio-visual materials such as computers, CDs, over-head projectors, chemical materials.
Question 2. Regarding to the opportunities of the school do you believe active learning methods can be used? Give reasons.
Nearly all of them declared that they could use the active learning methods if the students level and the physical capacity of the school are adequate and they have the necessary information how they use these methods. They also expressed that the active learning can not be realized because of the lack of school opportunities, students’ level, school materials, chemical materials in labs and university entrance exam. Furthermore, half of the teachers said that student-centered teaching could not be exactly carried out. The reason of their claim was that chemistry is a numerical science-subject and it could be more effective if it was taught by a teacher.
Question 3. What are your suggestions to perform the student-centered teaching?
The 30 teachers participating the survey expressed that active learning could not be realized but the students could be encouraged to be active. To make the students active could be succeeded through asking questions and debating with them. The other 20 teachers claimed that the students should be motivated to do research, school managers should be illuminated about the benefits of using internet, library and labs, the classrooms should not be over-crowded, the teachers who are not aware of active learning methods and their application should be supported by giving pre-service courses by experts, providing experiments sets per student and the university entrance exam should be revised such as providing questions depending on permanent learning.
Copyright (C) 2006 HKIEd APFSLT. Volume 7, Issue 1, Article 2 (June, 2006). All Rights Reserved.
