Faculty of Social Sciences Undergraduate Students Perceptions About University Education in Guyana
Title: “Faculty of Social Sciences undergraduate students’ perceptions of education in Guyana.”
Chapter One: Introduction and Background to the Study
1.1. The General Problem
For many years, educators and researchers have tried to understand why students tend to criticize their instructors and learning institutions. Research studies have attempted to identify and measure student attitudes and perceptions, and to predict relationships that influence their attitudes related to the education curriculum (Corbin, 1994). Through the years, ongoing changes in curriculum design, teaching methodology, and administrative practices may have helped to improve students’ perception of what is thought in schools (Shaughnessy & Haladyna, 1985). However, an attitude still persists among many students, that, some aspects of their educational experiences are found to be boring, and irrelevant to their lives. If the curriculum of any learning institution is to continue to have support from their administrators, politicians, and the general public, it is desirable to have positive student attitudes towards the subject matter. Thus there may be the need to, firstly diagnose the perceptions of students about the given subject matter or the overall learning institution to facilitate intervention. For it is quite possible that negative perceptions could ultimately result in a sharp decline in the allocation of resources for this subject area or the particular institution.
In a study of students’ perceptions of social studies among high school and tertiary level students, Shaughnessy and Haladyna (1985) captured the essence of why social studies is one of the least liked courses. The researchers concluded that:
It is the teacher who is key to what social studies will be for the student. Instruction tends to be dominated by the lecture, textbook or worksheets.... and social studies does not inspire students to learn (p.694).
In another
Chapter One: Introduction and Background to the Study
1.1. The General Problem
For many years, educators and researchers have tried to understand why students tend to criticize their instructors and learning institutions. Research studies have attempted to identify and measure student attitudes and perceptions, and to predict relationships that influence their attitudes related to the education curriculum (Corbin, 1994). Through the years, ongoing changes in curriculum design, teaching methodology, and administrative practices may have helped to improve students’ perception of what is thought in schools (Shaughnessy & Haladyna, 1985). However, an attitude still persists among many students, that, some aspects of their educational experiences are found to be boring, and irrelevant to their lives. If the curriculum of any learning institution is to continue to have support from their administrators, politicians, and the general public, it is desirable to have positive student attitudes towards the subject matter. Thus there may be the need to, firstly diagnose the perceptions of students about the given subject matter or the overall learning institution to facilitate intervention. For it is quite possible that negative perceptions could ultimately result in a sharp decline in the allocation of resources for this subject area or the particular institution.
In a study of students’ perceptions of social studies among high school and tertiary level students, Shaughnessy and Haladyna (1985) captured the essence of why social studies is one of the least liked courses. The researchers concluded that:
It is the teacher who is key to what social studies will be for the student. Instruction tends to be dominated by the lecture, textbook or worksheets.... and social studies does not inspire students to learn (p.694).
In another
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