Teacher student relationship questionnaire for family

teacher student relationship questionnaire for family

survey—and several examples of school-specific surveys. Houston and .. Teacher/Student relationships—teachers knowing what students have on their plate and vice versa. . You had family responsibilities and/or troubles. You needed to. between specific teacher-student relationships, levels of student satisfaction and The Questionnaire on Teacher Interaction (QTI; Wubbels. he Family-School Relationships Survey was developed to provide schools with a . about ways to use surveys to improve teacher and student outcomes, and.

It consisted of items on different aspects of student-teacher relationship for which the responses were measured on a 4-point scale.

teacher student relationship questionnaire for family

Eighty-four point one percent of students with higher and above average grades felt that expulsion from class was an appropriate means of controlling the class. The responses to most of the items by the students were independent of their grades. This study concludes that student-teacher relationship was good in a medical school and the views of students on this relationship were independent with their academic grades.

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Further study which includes from 1st year to 5th year undergraduate students is required to give a broader view of student-teacher relationship in a medical school.

Since it is recognized that the level of education in the developed world is far higher than in the developing countries, it stands to reason that education has an important role to play in the evolution of developing countries. Our present education system indicates that knowledge should be disseminated by the teacher to students.

STUDENTS’ VIEWS ON STUDENT-TEACHER RELATIONSHIP: A QUESTIONNAIRE-BASED STUDY

This means that teachers select subject materials, textbooks and references, design the framework of the subject, conceptualize, analyze and synthesize the subject matter and present it face-to-face to students. To assess the effectiveness of this transfer of knowledge, assessment methods devised ranging from tests, quizzes, assignments, and examinations to project work, are all generally based on a teacher-centered learning.

  • INTRODUCTION

The student's function is thus reduced to one of passive reception. He listens, remembers, and repeats what has been presented to produce the desired outcome. This is by far the most common approach used by most education establishments.

Whatever the teaching method is in any setup, there are two important components in the process of education and learning. The teacher and learner. It does seem that the best teachers will promote the greatest amount of learning in students.

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In any interactive process, the use of a human approach plays a major role in success. Education is one such process, the success of which is influenced by student—teacher relationship. In other words, this relationship is an essential component of the teaching and learning process.

The teacher's success in facilitating learning is directly related to the quality of that relationship Postman and Weingarten ; Tiberius, ; Tiberius and Billson, This teaching is inherently interactive because it depends on interacting with active, growing minds Tiberius, ; Tiberius and Billson, Medical students demonstrate a profound capacity and motivation for learning, regardless of the quality of the teaching they receive. There is no guarantee that the teaching styles of teacher with excellent academic skills will harmonize with the preferred learning styles of their students Peleg et al, Surveys of medical students are widely used to evaluate course contents and faculty teaching in the medical schools.

teacher student relationship questionnaire for family

Information provided by students in a survey is valuable since they are uniquely able to evaluate many important aspects of learning experience. Study Subjects The College of Medicine, King Saud University enrols an average of students annually and graduates an average of students every year. The study subjects were the second and third year students in the preclinical years, during which they study the basic medical sciences including Anatomy, Physiology, Biochemistry etc.

In any interactive process, the use of a human approach plays a major role in success. Education is one such process, the success of which is influenced by student-teacher relationship. In other words, this relationship is an essential component of the teaching and learning process. The teacher's success in facilitating learning is directly related to the quality of that relationship Postman and Weingarten ; Tiberius, ; Tiberius and Billson, The more teachers know about their students, the better the rapport the teacher has with them and the more likely they are to benefit from the teachers' experience of the world.

This teaching is inherently interactive because it depends on interacting with active, growing minds Tiberius, ; Tiberius and Billson, Medical students demonstrate a profound capacity and motivation for learning, regardless of the quality of the teaching they receive.

STUDENTS’ VIEWS ON STUDENT-TEACHER RELATIONSHIP: A QUESTIONNAIRE-BASED STUDY

There is no guarantee that the teaching styles of teacher with excellent academic skills will harmonize with the preferred learning styles of their students Peleg et al, Surveys of medical students are widely used to evaluate course contents and faculty teaching in the medical schools.

Information provided by students in a survey is valuable since they are uniquely able to evaluate many important aspects of learning experience. This study was carried out to assess student-teacher relationship, by examining students' views on their teachers, their attendance in class, the class environment, and various aspects of the relationship.

teacher student relationship questionnaire for family

The present study was also designed to assess the association between students' grades and their views on teacher-student relationship.

Study Subjects The College of Medicine, King Saud University enrols an average of students annually and graduates an average of students every year. The study subjects were the second and third year students in the preclinical years, during which they study the basic medical sciences including Anatomy, Physiology, Biochemistry etc. Methods The study design was a cross-sectional survey, using systematic sampling procedure to obtain a representative sample of the basic sciences students.

The pre-tested questionnaires were distributed during the examination period to obtain a full attendance of the students and to increase the chances of getting reliable responses. The 22 questions in the questionnaire exploring student-teacher relationships elicited information on the academic year and grade of the student, his views on teachers and their teaching, class control, current relationship, their perception of what constitutes the best relationship, and its current influence on academic attainment.

All the questions were close-ended except for the two final open-ended questions.

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The cumulative grades of the students Maximum of 5 and minimum of 2 were considered and classified in two groups as "higher and above average grades " 5. Descriptive statistics and Chi-square test were used to determine the association between two qualitative variables.

teacher student relationship questionnaire for family

Results Four hundred and twenty students were enrolled in this study. Two hundred and seventeen students in the study sample were from second-year and their response rate was The remaining were third-year students and their response rate was The total response rate was The students' perception and ideas on their teachers in the Basic Sciences years in relation to their grades were assessed and observed by only one question "treat students respectfully" was significantly associated with their grades.

The higher proportion of students The responses to other questions were not associated with their grades [Table 1]. Students' views toward their teachers in basic sciences years in association with their academic grades Click here to view The students' opinion about the student-teacher relationship, their attendance and the effect of this on the teacher's performance and their relationship to their grades were also assessed.

It was observed that the effect of the relationship on their attendance was not significantly associated with their grades. Eighty-four percent of students with higher and above average grades compared with Students views on the teacher's ability to control the class with a reprimand or by ignoring the description were not associated with their grades.

The views on the effect of student-teacher relationship on students' academic attainment were assessed and almost all the students agreed that this relationship affected their academic attainment and the responses of students were uniformly distributed across grades [Table 2]. Students' views on attendance, control of disruptive behaviour in the class and the effect of relationship in association with their academic grades Click here to view It was found that almost all students described the teacher who used references, such as books, handouts etc, for the lecture as a good teacher irrespective of their academic grades.

Their attitude towards the teacher was affected by the opinions of the previous students. These views were ascertained in relation to their academic grades.

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