Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1948

Full Length Research Paper

Perceptions of education faculty students on teaching methods and materials

Elif Esmer*
  • Elif Esmer*
  • Primary Education Department, Ataturk Faculty of Education, Marmara University, Turkey.
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Gülçin Güven
  • Gülçin Güven
  • Primary Education Department, Ataturk Faculty of Education, Marmara University, Turkey.
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Oktay Aydın
  • Oktay Aydın
  • Primary Education Department, Ataturk Faculty of Education, Marmara University, Turkey.
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Bülent Özden
  • Bülent Özden
  • Primary Education Department, Ataturk Faculty of Education, Marmara University, Turkey.
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Kadriye Efe
  • Kadriye Efe
  • Primary Education Department, Ataturk Faculty of Education, Marmara University, Turkey.
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Nurcan Åžener
  • Nurcan Åžener
  • Primary Education Department, Ataturk Faculty of Education, Marmara University, Turkey.
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  •  Received: 24 March 2016
  •  Accepted: 27 May 2016
  •  Published: 23 June 2016

Abstract

Individual differences have an influence on a wide range of education fields. These differences can range from organizing teaching environments to the techniques and strategies that the teacher uses. This study focused on individual differences of pre-service teachers and aimed to investigate the perceptions of Education Faculty students on teaching methods and education materials. A descriptive method was utilized for the study. The participants were 691 female and 364 male students from seven different departments of the education faculty. Personal information forms were used to collect data. Teaching method and teaching material preference questionnaires were used to determine the preferences of teaching methods and materials. According to pre-service teachers, the most effective teaching methods are case studies and discussions, and the most effective teaching materials are film demonstrations; however, models, schemas and graphics are also effective. As a result of this study, lecturing, question and answers, group work, individual work, inductive, discussion, case study, problem-solving and presentation methods show significant differences at a 0.01 level, while the points based on schemas, graphics, film demonstrations, computer software (CD-VCD), PowerPoint presentations and over-head projector show significant differences at a 0.01 level. Conversely, books and written materials show significant differences at a 0.05 level.

Key words: Teacher training, teaching methods, teaching materials.