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Turkish
p-ISSN 2146-796X
e-ISSN 2146-7978
Editors
Yunus Söylet,
Recep Öztürk,
Salih Murat Akkın,
Süphan Nasır
2017 Volume 7
 
 
Deomed Publishing
 
Volume 7, Issue 1, April 2017,
Page(s): 10-27
Original Empirical Research
Received: August 13, 2016; Accepted: November 29, 2016; Published online: February 23, 2017
doi:10.2399/yod.17.002; Copyright © 2017, Deomed
University students' opinions related to boredom at class: A research on prospective teachers
Nihan Demirkasımoğlu (E-mail)
Department of Educational Sciences, Faculty of Education, Hacettepe University, Ankara, Turkey
Abstract
In this research, it was aimed to determine the reasons of boredom experienced by prospective teachers during their courses at a public university, what they do and feel at the time of boredom, the influence of boredom on their absenteeism and academic performance, the characteristics of the courses that they intensely experience boredom and the strategies that they use to manage their boredom. The study was designed as qualitative since the boredom phenomenon that prospective teachers experience together with some emotions, behaviors and attitudes that accompany this experience during the courses can be best understood through the the heuristic nature of this design. As the data gathering instrument, a questionnaire was developed by the researcher that consisted of seven open-ended questions and one multiple-choice question. Data was analyzed by using content analysis. 270 prospective teachers among the undergraduate students from education and literature faculties were included to the study in a public university in Ankara. Results revealed that one-third of the participants found the "half of their courses" boring while more than half of the students found "some of their courses" boring. It was found that prospective teachers mostly experienced boredom because of the faculty-related factors and then came the student-related factors. According to the subjective evaluations of prospective teachers, the reasons caused by the faculty resulted a decrease in their academic performance in varying degrees by triggering their absenteeism. Two most frequently used strategies adopted by the students were; using the mobiles for the purposes of entertainment such as playing games, listening to music and chatting with their near friends. Although one-third of the participants tried to focus on the course to overcome their boredom, most of them were interested in irrelevant activities actively or passively.
Keywords: Primary school teacher, satisfaction of student, future expectation.
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Yükseköğretim Dergisi / Journal of Higher Education

Yükseköğretim Strateji ve Araştırma Derneği (YÖSAD) yayın organıdır. Deomed Yayıncılık tarafından yayımlanmaktadır. / Official Publication of the Higher Education Strategy and Research Association (YÖSAD). Published by Deomed Publishing. Copyright © 2017, Deomed.
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Yükseköğretim Dergisi çevrimiçi (online) sürümünde yayımlanan akademik içeriğin kullanım hakları, ilgili içerikte tersi belirtilmediği sürece Deomed Yayıncılık tarafından Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) lisansı aracılığıyla bedelsiz sunulmaktadır. / Except where otherwise noted, academic content of this online version of the journal by Deomed Publishing is licensed under the terms of Creative Commons Attribution-NoCommercial-NoDerivs 3.0 Unported (CC BY-NC-ND3.0) License.