Faktorët që ndikojnë në qëndrimet e nxënësve ndaj të nxënit

Luljeta Shala

doi:10.62928/kp.v14i2.4823

Autorët

Luljeta Shala

DOI:

https://doi.org/10.62928/kp.v14i2.4823

Abstrakti

Me këtë studim ekzaminuam disa nga faktorët e jashtëm dhe të brendshëm që mund të parashikojnë qëndrimin e nxënësve ndaj të mësuarit sipas perceptimit të mësimdhënësve dhe nxënësve. Qëllimi i studimit ishte të identifikojë dhe të analizojë faktorët kryesorë që ndikojnë në qëndrimet e nxënësve ndaj të nxënit. Për realizimin e hulumtimit është përdorur qasja sasiore dhe cilësore, me anën e pyetësorit dhe të intervistës. Në mostër janë përfshirë mësimdhënës të nivelit 6-9 (N= 98), si dhe në mostrën cilësore (N=15) nxënës. Rezultatet e studimit tregojnë se ndikim më të lartë në qëndrimet e nxënësve ndaj të nxënit (88%) ka mjedisi mësimor në shkollë, si faktorë i jashtëm, derisa ndikim më të ulët ka përdorimi i tepërt i teknologjisë (27%). Gjithashtu, faktorët e tjerë të jashtëm me ndikim të lartë konsiderohen klima pozitive në klasë (80%), shpërblimi dhe mirënjohja (77%), mësimdhënia kreative (75%). Sa u përket intervistave me nxënës, dominon tema e interesimit dhe motivimi i nxënësve për të mësuar, por për lëndët të caktuara, kryesisht ndërlidhen me cilësinë e mësimdhënies dhe përdorimin e metodave atraktive në klasë dhe që kanë qasje pozitive ndaj tyre. Studimi ka vlerë praktike për shmangien e situatave të tilla gjatë punës me nxënës, duke përdorur qasje stimulimi për të nxënë të suksesshëm, por edhe mësimdhënie cilësore. Fjalët çelës: faktorët e brendshëm, faktorët e jashtëm, qëndrimi ndaj të nxënit, mjedisi mësimor, mësimdhënia.

Fjalët kyçe:

faktorët e brendshëm, faktorët e jashtëm, qëndrimi ndaj të nxënit, mjedisi mësimor, mësimdhënia.

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Author Biography

Luljeta Shala

Hulumtuese në IPK

PhD candidate

Email: Luljeta.Shala@rks-gov.net

References

Brown, H. D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). San Francisco Public University.
Brazdău, O & Mihai, C. (2011). The consciousness quotient: A new predictor of the students' academic performance. Procedia Social and Behavioral Sciences. 11. 245-250. 10.1016/j.sbspro.2011.01.070.
Budiharso, T., & Tarman, B. (2020). Improving quality education through better working conditions of academic institutes. Journal of Ethnic and Cultural Studies, 7(1), 99-115.
Carey, K., Cambiano, R. L., & De Vore, J. B. (2002). Student to faculty satisfaction at a Midwestern university in the United States. In The 25th HERSDA Annual Conference.
Centers for Disease Control and Prevention. (2018). Strategies for Classroom Physical Activity in Schools. Atlanta, GA: Centers for Disease Control and Prevention, US Dept. of Health and Human Services;
Caskova, K& Chudy, S. (2021). Influence of school culture on pedagogical knowledge sharing between an education student and a training teacher. SN Social Sciences. 1. 10.1007/s43545-021-00091.
Chappell, C. (2014). Evaluating the Effectiveness of an Undergraduate Multicultural Course. Psychology Learning & Teaching, 13(3), 243–249. https://doi.org/10.2304/plat.2014.13.3.243
Damiani, V. B. (2006). Crisis Prevention and Intervention in the Classroom: Everything Teachers Should Know. Lanham MD: Rowman & Littlefield Pub.
D'Amico, F. (2020). Promozione del benessere psicologico a scuola. http://www.reteimprese.it/pag_A61418B9571C0.
Delbert B. Beelick,.(2014). Sources of Student Satisfaction and Dissatisfaction, Pg.19-22. https://doi.org/10.1080/00220671.1974.108845474.
Douglas, J., Douglas, A. and Barnes, B. (2006). “Measuring student satisfaction at a UK university”, Quality Assurance in Education, Vol. 14 No. 3, pp. 251-67.
Edgar, S., Carr, S.E., Connaughton, J. et al. (2019). Student motivation to learn: is self-belief the key to transition and first year performance in an undergraduate health professions program? BMC Med Educ 19. https://doi.org/10.1186/s12909-019-1539-5
Fabunmi, M & Brai-Abu, P & Adeniji, I (2007). Class Factors as Determinants of Secondary School Student's Academic Performance in Oyo State, Nigeria. Journal of Social Sciences. 14. 243-247. 10.1080/09718923.2007.11978355.
Fink, E., &Resnick, L. (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82, 598–606.
Gu, Q., & Lu, G. (2023). Factors influencing the satisfaction level of college students in China: Literature analysis based on grounded theory. Frontiers in psychology, 13, 1023420. https://doi.org/10.3389/fpsyg.2022.1023420
Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy insights from the behavioural and brain sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542
Holder, M. D., & Coleman, B. (2009). The Contribution of Social Relationships to Children’s Happiness. Journal of Happiness Studies, 10, 329-349. http://dx.doi.org/10.1007/s10902-007-9083-0.
Hallinger, P. and Heck, R.H. (1999). Exploring the Principal’s Contribution to School Effectiveness: 1980-1995. School Effectiveness and School Improvement. Vol.9, No.2.
Ministria e Arsimit, e Shkencës dhe e Teknologjisë & Instituti Pedagogjik i Kosovës. (2016). Korniza për sigurim të cilësisë së performancës së shkollës. Prishtinë: MAShT & IPK. Shtypshkronja: Blendi.
Migani, C. (2004). Dal disagio scolastico alla promozione del benessere. Roma: Carrocci.
Matingwina, T. (2018). Health, Academic Achievement and School-Based Interventions. Health and Academic Achievement. doi: 10.5772/intechopen.76431.
Korkmaz, Ö, Çilem. Ö, (2020). The Effect of Gamification Activities on Students' Academic Achievements in Social Studies Course, Attitudes towards the Course and Cooperative Learning Skills, Participatory Educational Research (PER) Vol. 7(1), ISSN: 2148-6123, http://dx.doi.org/10.17275/per.20.1.7.1
Stefa, E. (2017). Mbështetja ndaj nxënësve për krijimin e një mjedisi pozitiv për të nxënë. Universiteti Evropian i Tiranës. (Temë doktorate).
Simonian, E(2019). How can family issues affect a child’s performance in school? https://thriveworks.com/blog/family-issues-affect-childs-performance/
Palacio, A.B., Meneses, G.D. and Perez, P.J. (2002). The Configuration of the University Image and Its Relationship with the Satisfaction of Students. Journal of Educational Administration, 40, 486-505. https://doi.org/10.1108/09578230210440311
Peterson, K. D. & Deal, T. E. (2002). The shaping school culture fieldbook. San Francisco: Jossey-Bass. https://files.eric.ed.gov/fulltext/ED479930.pdf
Triandis, H. C. (1971). Attitude and Attitude Change (Foundations of Social Psychology). Hoboken, NJ: John Wileys & Sons Inc.
Yulyanah, H. Khotimah (2020). Analysis of internal and external factors affecting students learning output case study D3 Accounting, Pamulang University 2019/2020 Academic Year., JIM UPB Diurnal Program Studi Manajemen Universitas Putera Batam Vol.9 No.2
Woolfolk, A. (2011). Educational Psychology. Active Learning Edition (3rd ed.). Boston, MA: Allyn & Bacon.
Watson, D. M. (2001). Pedagogy before Technology: Re-Thinking the Relationship between ICT and Teaching. Education and Information Technologies, 6, 251-266.
Zucconi, A., & Howell, P. (2003). La promozione della salute. Un approccio globale per il benessere della persona e della società. Molfetta: La Meridiana.
Zeka. A (2018). Kur fëmijët nuk duan të shkojnë në shkollë dhe çfarë mund të bëjnë në këtë rast! Kids of Kosovo,https://kidsofkosova.net/kur-femijet-nuk duan-te-shkojne-ne-shkolle-dhe-cfare-mund-te-bejme-ne-kete-rast/
Web
https://cgrinternationalschool.edu.in/blog/impact-of-school-culture-on-students/, mars 202

References

Brown, H. D. (2000). Teaching by Principles: An Interactive Approach to Language Pedagogy (2nd ed.). San Francisco Public University.

Brazdău, O & Mihai, C. (2011). The consciousness quotient: A new predictor of the students' academic performance. Procedia Social and Behavioral Sciences. 11. 245-250. 10.1016/j.sbspro.2011.01.070.

Budiharso, T., & Tarman, B. (2020). Improving quality education through better working conditions of academic institutes. Journal of Ethnic and Cultural Studies, 7(1), 99-115.

Carey, K., Cambiano, R. L., & De Vore, J. B. (2002). Student to faculty satisfaction at a Midwestern university in the United States. In The 25th HERSDA Annual Conference.

Centers for Disease Control and Prevention. (2018). Strategies for Classroom Physical Activity in Schools. Atlanta, GA: Centers for Disease Control and Prevention, US Dept. of Health and Human Services;

Caskova, K& Chudy, S. (2021). Influence of school culture on pedagogical knowledge sharing between an education student and a training teacher. SN Social Sciences. 1. 10.1007/s43545-021-00091.

Chappell, C. (2014). Evaluating the Effectiveness of an Undergraduate Multicultural Course. Psychology Learning & Teaching, 13(3), 243–249. https://doi.org/10.2304/plat.2014.13.3.243

Damiani, V. B. (2006). Crisis Prevention and Intervention in the Classroom: Everything Teachers Should Know. Lanham MD: Rowman & Littlefield Pub.

D'Amico, F. (2020). Promozione del benessere psicologico a scuola. http://www.reteimprese.it/pag_A61418B9571C0.

Delbert B. Beelick,.(2014). Sources of Student Satisfaction and Dissatisfaction, Pg.19-22. https://doi.org/10.1080/00220671.1974.108845474.

Douglas, J., Douglas, A. and Barnes, B. (2006). “Measuring student satisfaction at a UK university”, Quality Assurance in Education, Vol. 14 No. 3, pp. 251-67.

Edgar, S., Carr, S.E., Connaughton, J. et al. (2019). Student motivation to learn: is self-belief the key to transition and first year performance in an undergraduate health professions program? BMC Med Educ 19. https://doi.org/10.1186/s12909-019-1539-5

Fabunmi, M & Brai-Abu, P & Adeniji, I (2007). Class Factors as Determinants of Secondary School Student's Academic Performance in Oyo State, Nigeria. Journal of Social Sciences. 14. 243-247. 10.1080/09718923.2007.11978355.

Fink, E., &Resnick, L. (2001). Developing principals as instructional leaders. Phi Delta Kappan, 82, 598–606.

Gu, Q., & Lu, G. (2023). Factors influencing the satisfaction level of college students in China: Literature analysis based on grounded theory. Frontiers in psychology, 13, 1023420. https://doi.org/10.3389/fpsyg.2022.1023420

Harackiewicz, J. M., Smith, J. L., & Priniski, S. J. (2016). Interest Matters: The Importance of Promoting Interest in Education. Policy insights from the behavioural and brain sciences, 3(2), 220–227. https://doi.org/10.1177/2372732216655542

Holder, M. D., & Coleman, B. (2009). The Contribution of Social Relationships to Children’s Happiness. Journal of Happiness Studies, 10, 329-349. http://dx.doi.org/10.1007/s10902-007-9083-0.

Hallinger, P. and Heck, R.H. (1999). Exploring the Principal’s Contribution to School Effectiveness: 1980-1995. School Effectiveness and School Improvement. Vol.9, No.2.

Ministria e Arsimit, e Shkencës dhe e Teknologjisë & Instituti Pedagogjik i Kosovës. (2016). Korniza për sigurim të cilësisë së performancës së shkollës. Prishtinë: MAShT & IPK. Shtypshkronja: Blendi.

Migani, C. (2004). Dal disagio scolastico alla promozione del benessere. Roma: Carrocci.

Matingwina, T. (2018). Health, Academic Achievement and School-Based Interventions. Health and Academic Achievement. doi: 10.5772/intechopen.76431.

Korkmaz, Ö, Çilem. Ö, (2020). The Effect of Gamification Activities on Students' Academic Achievements in Social Studies Course, Attitudes towards the Course and Cooperative Learning Skills, Participatory Educational Research (PER) Vol. 7(1), ISSN: 2148-6123, http://dx.doi.org/10.17275/per.20.1.7.1

Stefa, E. (2017). Mbështetja ndaj nxënësve për krijimin e një mjedisi pozitiv për të nxënë. Universiteti Evropian i Tiranës. (Temë doktorate).

Simonian, E(2019). How can family issues affect a child’s performance in school? https://thriveworks.com/blog/family-issues-affect-childs-performance/

Palacio, A.B., Meneses, G.D. and Perez, P.J. (2002). The Configuration of the University Image and Its Relationship with the Satisfaction of Students. Journal of Educational Administration, 40, 486-505. https://doi.org/10.1108/09578230210440311

Peterson, K. D. & Deal, T. E. (2002). The shaping school culture fieldbook. San Francisco: Jossey-Bass. https://files.eric.ed.gov/fulltext/ED479930.pdf

Triandis, H. C. (1971). Attitude and Attitude Change (Foundations of Social Psychology). Hoboken, NJ: John Wileys & Sons Inc.

Yulyanah, H. Khotimah (2020). Analysis of internal and external factors affecting students learning output case study D3 Accounting, Pamulang University 2019/2020 Academic Year., JIM UPB Diurnal Program Studi Manajemen Universitas Putera Batam Vol.9 No.2

Woolfolk, A. (2011). Educational Psychology. Active Learning Edition (3rd ed.). Boston, MA: Allyn & Bacon.

Watson, D. M. (2001). Pedagogy before Technology: Re-Thinking the Relationship between ICT and Teaching. Education and Information Technologies, 6, 251-266.

Zucconi, A., & Howell, P. (2003). La promozione della salute. Un approccio globale per il benessere della persona e della società. Molfetta: La Meridiana.

Zeka. A (2018). Kur fëmijët nuk duan të shkojnë në shkollë dhe çfarë mund të bëjnë në këtë rast! Kids of Kosovo,https://kidsofkosova.net/kur-femijet-nuk duan-te-shkojne-ne-shkolle-dhe-cfare-mund-te-bejme-ne-kete-rast/

Web

https://cgrinternationalschool.edu.in/blog/impact-of-school-culture-on-students/, mars 202

Faktorët që ndikojnë në qëndrimet e nxënësve ndaj të nxënit

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