Rajarata University of Sri Lanka Final Year Research Report-9

Rajarata University of Sri Lanka

Department of Languages

Faculty of Social Sciences and Humanities

Online Lectures

Year and Semester	Year-3 Semester-2
Subject	Research Report-9
Subject Code	TEF 3224
Course Unit	Discussion on Research Methodology-4
Date	29.05.2020
Time	Practical: 9.00 am-11.00 am
Lecturer	D.N. Aloysius
Practical Hours	02                                            Total  No of  Hours: 18

Research Methodology-4

 A study carried out by the American researchers Anderman et al (2011) shows that several factors may impact pupil motivation for schoolwork, and hence their learning. This study comprises teaching and pupil perceptions of the teaching in social studies and natural science. Different subjects have been described as representing different communities with their ‘histories, pedagogical traditions and status’ (Grossman & Stodolosky, 1994, p. 182), but the researchers in this study state that the conditions and matters that are highlighted may apply across subjects. The pupils perceive teacher support, teacher expectations that they should understand and the social climate in the class as important in their learning process. The teachers who participated in the study demanded understanding through the use of searching questions in dialogues with the pupils, and they supported their pupils by asking open questions. At the start of teaching sessions the teachers presented key concepts and warned pupils about common mistakes. In addition to supporting the pupils in the language process, importance is attached to teachers establishing and maintaining a good relationship to the pupils. The pupils are encouraged to ask for help, and the teachers also show that they are enthusiastic about their subject. The teachers display interest in the pupils, an interest that also includes pupil life outside the classroom, and they use humour in their teaching. If the pupils’ behaviour needs to be corrected, this is done discreetly so that the flow of the teaching is not disrupted. The study shows the importance of teachers being attentively present in their teaching, and that they are able to quickly understand what is happening, preferably before it happens. The teachers are also active parties in the process when the pupils are working in groups; they remind pupils so they are mindful of the time at their disposal and they support the pupils when they ask for help. In the conclusion of the article, the researchers state that what they have called ‘supporting understanding’ may promote the pupils’ cognitive engagement, establishment and maintenance of good relations which may promote their emotional involvement, and that classroom management may contribute to good behaviour. A Review of International Comparative Studies A review study by Wubbels (2011) finds that the structure of teaching periods is quite similar in Western and Asian countries, but when it comes to discipline, the situation is different. The research shows that it is quieter and more peaceful in classrooms in South-East Asia, China and Japan than in Western countries. According to Wubbels, this is because the teacher enjoys more respect in these countries. The research also shows that teachers in the USA are focused on motivating their pupils and making them aware and attentive, while teachers in Japan focus on getting their pupils to solve difficult problems. The research shows that successful classroom managers focus their attention on learning and not on a noiseless atmosphere. Good classroom managers introduce procedures early in the school year without overloading the pupils.

Practical:  Discuss Motivation and Learning in classroom Management.

References: European Educational Research Journal Volume 12 Number 3 2013 www.wwwords.eu/EERJ