Üniversite Öğrencilerinin Direnç Davranışları: Anadolu Üniversitesi Örneği

Yıl 2018, , 125 - 146, 30.04.2018

Demet Sever

https://doi.org/10.17569/tojqi.363187

Cited By: 3

Öz

Öğrencilerin
öğrenme ortamlarında sergiledikleri duyuşsal sorunlar kendilerini olduğu kadar
öğretmenleri de olumsuz yönde etkilemektedir. Bu yüzden bu tür sorunların
belirlenerek çözüm yollarının aranması önemlidir. Öğrenci dirençleri de öğrenme
ortamlarında karşılaşılan ve öğretme-öğrenme sürecinin tüm bileşenlerini
olumsuz biçimde etkileyen önemli duyuşsal özelliklerden biridir. Bu araştırmada
üniversite öğrencilerinin direnç davranışlarının belirlenmesi amaçlanmıştır.
Betimsel bir durum çalışması olarak yapılandırılan araştırmanın verileri
2013-2014 öğretim yılı güz döneminde en az 5 yıl deneyimi bulunan 10 öğretim
üyesi ile gerçekleştirilen yarı-yapılandırılmış görüşmeler ile toplanmıştır.
Görüşmelerde öğretim üyelerine temel olarak öğretme-öğrenme süreçlerinde
karşılaştıkları direnç davranışları, kaynakları ve olası çözüm yolları
sorulmuştur. Elde edilen nitel veriler NVivo 9.0 Nitel Veri Analizi programı
yardımıyla analiz edilmiştir. Araştırma sonuçlarına göre öğrencilerin
genellikle sorumluluk almama, devamsızlık ve dersle ilgilenmeme gibi edilgen
direnç davranışları göstermektedirler. Öğrenci direnç davranışlarını yıkıcı ve
sonuçlarını olumsuz değerlendiren öğreticiler, öğrencilerin direnç
davranışlarının birincil kaynağını öğrencilerin kendileri olduklarını
belirtmişlerdir. Öğreticiler direnç gösteren öğrenciler ve aileleri ile
iletişim kurmanın, direnç davranışı kaynaklarının ortaya çıkarılmasının ve
disiplinli davranmanın direnç davranışlarını önlemede etkili olacağı
düşünülmektedir. Bununla birlikte, öğrencileri sosyal ve kültürel etkinliklere
yönlendirmek, rol model olmak, kullanılan öğretim yöntem ve tekniklerini
çeşitlendirmek ve direnç davranışı gösteren öğrencilere karşı empatik davranmak
direnç davranışlarını önlemek için alınacak önlemler arasında gösterilmiştir. 

Anahtar Kelimeler

Öğrenci direnç davranışı, üniversite öğrencileri, öğreticiler

University Students’ Resistance Behaviors: Sample of Anadolu University

Öz

Affective problems which could affect learners
in learning environment as well as teacher negatively are needed to be
identified and solved. Student resistance behavior is an affective problem that
is met in learning environments and effects each components of
teaching-learning process mostly negative. This study aims to investigate
university students’ resistance behaviors which is one of the disruptive
behavior in teaching-learning process. In descriptively designed study data
were collected in 2013-2014 academic year autumn term via semi-structured
interviews with 10 lecturers who have at least 5 years experience. During
interviews lecturers basically asked to identify types of resistance behaviors,
possible sources of them and suggestions for ways to overcome. Data was
analyzed by using NVivo 9.0 qualitative data analysis program. According to
results, most of the students have passive form of resistance like behaving
irresponsibly, absenteeism, and not being interested in course. Lecturers said
that primary source of resistance behaviors are students themselves. They
treated resistance behaviors as destructive and exemplified their effects in
classroom negatively. Communication with resistant students and their families,
revealing the sources of these behaviors and being principled were the
behaviors that lecturers prefers in order to prevent themselves from resistance behaviors.
Directing resistant students to social and cultural activities, being role
model, using various instructional methods, and developing empathy with
resistant students were the common prevention suggestions of the
lecturers’.  

Anahtar Kelimeler

Student resistance, university students, lecturers, qualitative study

Kaynakça

• Alpert, B. (1991). Students’ resistance in the classroom. Anthropology & Education Quarterly, 22 (4), 350-366.
• Benson, S. (2010). “I don’t know if That’d Be English or Not’: Third Space Theory and Literacy Instruction.” Journal of Adolescent & Adult Literacy 53.7: 555–63.
• Brookfield, S. D. (2006). The skillful teacher. San Francisco: Jossey-Bass.
• Bryant, J. & Bates, A. (2010). “The Power of Student Resistance in Action Research: Teacher Educators Respond to Classroom Challenges.” Educational Action Research 18.3: 305–18.
• Burroughs, N. F. (2007). A reinvestigation of the relationship of teacher nonverbal immediacy and student compliance–resistance with learning. Communication Education, 56, 453–475.
• Burroughs, S. D., Kearney, P., & Plax, T. G. (1989). Compliance- resistance in the college students. Communication Education, 38, 214-229.
• Cakir, S. G. (2015). The effect of teacher immediacy and student burnout on empowerment and resistance among Turkish pre-service teachers. Learning and Individual Differences. 40, 170-175.
• Chory-Assad, R. M., & Paulsel, M. L. (2004). Classroom justice: Student aggression and resistance as reactions to perceived unfairness. Communication Education, 53, 253–273.
• Davis, N. J. (1992). Teaching about inequality: Student resistance, paralysis, and rage. Teaching Sociology, 21, 232-238.
• Dunn, A. H., Dotson, E. K., Ford, J. C., & Roberts, M. A. (2014). “You won't believe what they said in class today”: Professors’ reflections on student resistance in multicultural education courses. Multicultural Perspectives, 16 (2), 93-98.
• Farland, D. A. (2001). Students resistance: How the formal and informal organization of classrooms facilitate everyday forms of student defiance. American journal of Sociology, 107 (3). 612-678.
• Ferber, A. (2014). Bringing students into the matrix: A framework and tools for teaching race and overcoming student resistance. K. Haltinner (Ed.), Teaching Race and Anti-Racism in contemporary America: Adding Context to Colorblindness. (pp. 141-155). Colorado: Colorado Springs.
• Field, J. C., & Olafsen, L. J. (1999). Understanding resistance in students at risk. Canadian Journal of Education, 24 (1), 70-75.
• Fontana, A., & Prokos, A. H. (2007). The interview from formal to postmodern. California: Left Coast Press.
• Fraenkel, J. R., & Wallen, N. E. (1990) How to Design and Evaluate Research in Education. Boston: McGraw-Hill.
• Giroux, A. H. (2001). Theory and resistance in education. London: Bergin and Garvey.
• Goodboy, A. K., & Bolkan, S. (2011). Leadership in the college classroom: The use of Charismatic leadership as a deterrent to student resistance strategies. Journal of Classroom Interaction, 46 (2), 4-10.
• Goodman, D. J. (2007). Dealing with student resistance: Sources and strategies. Diversity Digest, 10(2). Retrieved January, 10, 2010 from http://www.diversityweb.org/digest/vol10no2/goodman.cfm
• Gross, R. (2016). Motivating resistant students. Retrieved January, 12, 2010 from http://samfocuri.ro/wp-content/uploads/2016/03/Resistance.pdf
• Haddad, A. T., & Lieberman, L. (2002). From student resistance to embracing the sociological imagination: Unmasking privilege, social conventions, and racism. Teaching Sociology, 30 (3), 328-341.
• Higginbotham, E. (1996). Getting all students to listen. American Behavioral Scientist, 40, 203-211.
• Kearney, P., Plax, T. G., & McPherson, M. B. (2006). Student incivility and resistance in classroom. In T. P. Mottet, V. P. Richmond, & J. C. McCroskey (Eds.) Handbook of Instructional Communication: Rhetorical and relational perspectives (pp. 235-251). Boston, MA: Allyn & Bacon.
• Kearney, P., & Plax, T. G. (1992). Student resistance to control. Richmond, V. P. & McCroskey, J. C. (Eds.), Power in the classroom. USA: Lawrence Erlbaum Associates.
• Kearney, P., Plax, T. G., & Burroughs, N. F. (1991). An attributional analysis of college students’ resistance decisions. Communication Education, 40, 325–342.
• Kearney, P., Plax, T. G., Smith, V. R., & Sorensen, G. (1988). Effects of teacher immediacy and strategy type on college student resistance to on-task demands. Communication Education, 37, 54–67.
• Kim, J. (2010). Understanding student resistance as a communicative act. Ethnography and Education, 5 (3), 261-276.
• Kvale, S. (1996). Interviews: An introduction to qualitative research interviewing. California: Sage Publications.
• Lee, C. R., Levine, T. R., & Cambra, R. (1997). Resisting compliance in the multicultural classroom. Communication Education, 46, 29-43.
• Mbuva, J. (2007). Understanding ways of motivating resistant students to learning: From theory to practice. Retrieved January, 23, 2017, from http://www.nssa.us/journals/2007-29-1/2007-29-1-16.htm
• Miles, R. D. (2007). Student resistance in the classroom: Effective prevention and ıntervention strategies for non-compliant and disruptive students (K-6). USA: Youth Light, Inc.
• Miles, M., & Huberman, M. (1994). Qualitative data analysis. USA: Sage Publications.
• Moore, M. (1997). Student resistance to course content: Reactions to the gender of the messenger. Teaching Sociology, 25, 128-133.
• Nodding, N. (2005). Identifying and responding to needs in education. Cambridge Journal of Education, 35 (2), 147-159.
• Patton, M.Q. (1987). How to use qualitative methods in evaluation. London: Sage Publications.
• Plax, T. G., & Kearney, P. (1999). Classroom management: Contending with college student discipline. In A. L. Vangelisti, J. A. Daly, & G. W. Friedrich (Eds.) Teaching Communication. (pp.269-286). New Jersey: Routledge.
• Reichert, N. (2007). Understanding student resistance Retrieved September, 12, 2012 from writing.fsu.edu
• Richmond, V. P. (2002). Teacher nonverbal immediacy: uses and outcomes. In J. L.Chesebro, & J. C. McCroskey (Eds.), Communication for Teachers (pp. 65–82). Boston: Allyn and Bacon.
• Robson, C. (2002). Real world research. Oxford: Blackwell Publishing.
• Seidel, S. B., & Tanner, K. D. (2013). “What if students revolt?”-Considering student resistance: Origins, options, and opportunities for investigation. Life Sciences Education, 12, 586-595.
• Shektar, P., Demonbrun, M., Borrego, M., Finelli, C., Prince, M., Henderson, C., & Waters, C. (2014). Development of an observation protocol to study undergraduate engineering student resistance to active learning. International Journal of Engineering Education, 31 (2), 597-609.
• Weimer, M. (2013). Learner-centered teaching: Five key points. San Francisco: Jossey-Bass.
• Wengraf, T. (2006). Qualitative research interview. London: Sage Publications.
• Wenning, C. J. (2005). Minimizing resistance to inquiry-oriented science instruction: The importance of climate setting. Journal of Physics Teacher Education, 3 (2), 10-15.
• Williams, B. T. (2006). Metamorphosis hurts: Resistant students and myths of transformation. Journal of Adolescent & Adult Literacy, 50 (2), 148-153.
• Whiteneck, P. (2005). Teaching the difficult student. Community College Week. 2, 5.
• Vetter, A., Reynolds, J., Beane, H., Roquemore, K., Rorrer, A., & Shepherd-Allred. (2012). Reframing resistance in the English classroom. English Journal, 102.2, 114-121.
• Yıldırım, A., & Şimşek, H. (2004). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Yayıncılık.
• Zhang, Q., Zhang, J., & Castelluccio, A. A. (2011). A cross-cultural investigation of student resistance in college classrooms: the effects of teacher misbehaviors and credibility. Communication Quarterl