Iscriviti al sito e alla newsletter di Filodiritto.

Welcome kit in omaggio

La pubblicazione di contributi, approfondimenti, articoli e in genere di tutte le opere dottrinarie e di commento (ivi comprese le news) presenti su Filodiritto è stata concessa (e richiesta) dai rispettivi autori, titolari di tutti i diritti morali e patrimoniali ai sensi della legge sul diritto d'autore e sui diritti connessi (Legge 633/1941). La riproduzione ed ogni altra forma di diffusione al pubblico delle predette opere (anche in parte), in difetto di autorizzazione dell'autore, è punita a norma degli articoli 171, 171-bis, 171-ter, 174-bis e 174-ter della menzionata Legge 633/1941. È consentito scaricare, prendere visione, estrarre copia o stampare i documenti pubblicati su Filodiritto nella sezione Dottrina per ragioni esclusivamente personali, a scopo informativo-culturale e non commerciale, esclusa ogni modifica o alterazione. Sono parimenti consentite le citazioni a titolo di cronaca, studio, critica o recensione, purché accompagnate dal nome dell'autore dell'articolo e dall'indicazione della fonte, ad esempio: Luca Martini, La discrezionalità del sanitario nella qualificazione di reato perseguibile d'ufficio ai fini dell'obbligo di referto ex. art 365 cod. pen., in "Filodiritto" (https://www.filodiritto.com), con relativo collegamento ipertestuale. Se l'autore non è altrimenti indicato i diritti sono di Inforomatica S.r.l. e la riproduzione è vietata senza il consenso esplicito della stessa. È sempre gradita la comunicazione del testo, telematico o cartaceo, ove è avvenuta la citazione.

The Opinion of Pupils of Primary and Secondary Schools about the Meaning of the Term-Polite Behaviour in School

09 gennaio 2019 -
The Opinion of Pupils of Primary and Secondary Schools about the Meaning of the Term-Polite Behaviour in School

Based on the obtained results χ2test from table No. 4, the following can be concluded:

-     There is no statistically significant difference in pupils’ responses to assertion number 1, since the value of χ2test is2.143<5.991 (p=0.312) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 2, since the value of χ2test is2.295<5.991 (p=0.223) with df2.

-     There is no statistically significant difference in pupils ’responses to assertion number 3, since the value of χ2test is2.143<5.991 (p=0.227) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 4, since the value of χ2test is1.889<5.991 (p=0.000) with df2.

-     There is a statistically significant difference in pupils’ responses to assertion number 5, since the value of χ2test is11.819>5.991 (p=0.839) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 6, since the value of χ2test is0.116<5.991 (p=0.839) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 7, since the value of χ2test is1.047<5.991 (p=0.592) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 8, since the value of χ2test is2.143<5.991 (p=0.839) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 9, since the value of χ2test is5.124<5.991 (p=0.881) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 10, since the value of χ2test is0.881<5.991 (p=0.643) with df2.

-     There is no statistically significant difference in pupils’ responses to assertion number 11, since the value of χ2test is2.143<5.991 (p=0.943) with df2.

We conclude that there is a significant statistical difference in pupil’s responses compared to gender only for question No. 5 which reads: “I accept pair work with a pupil so that he can master the teaching material more easily during the class” where 13 schoolboys answered that they accept pair work, 36 male respondents sometimes accept pair work, and 15 of them do not support pair work during the class. Schoolgirls gave the following answers: 27 schoolgirls support pair work during the class, 24 female respondents sometimes accept pair work, while 5 schoolgirls expressed negatively about this type of work.

On the basis of the obtained research results, it can be concluded that the hypothesis that is set, which reads: “There is no statistically significant difference in the culture of behaviour between male and female respondents”, is confirmed.

Conclusions

After the research has been carried out, it can be concluded that we have answered the main goal of the research. We found that there is a significant statistical difference in the 10 responses of the respondents in relation to their opinion on the culture of behaviour. In only one question (no. 11) there is no difference in respondent’s responses. When it comes to thinking about the culture of behaviour in relation to gender, then we find that a significant statistical difference only occurs in question No. 5 which reads: I accept work in pairs with a student in order to easily master the material on time, because χ2test is 20.00; p = 0.000 with df 2. This also means developing empathy in relation to peers, which certainly includes a culture of behaviour in school. Most respondent’s thinks that they always or sometimes need to accept work in pairs as a form of work that will help the peer to master the material (Richardson, 1997, according to, Markić, 2015), school culture (Domović, 2004. according to, Markić, 2015) is defined as a relatively permanent quality of school environment which influences the behaviour of its members, thus determining the overall way of life in school [8].

There is a need that in terms of the culture of pupil’s behaviour in school at the society level, this issue should be considered at levels ranging from primary schools to the highest representatives of the Ministry of Education responsible for primary and secondary education and upbringing area.

The polite behaviour of pupils is the basis for creating a healthy diligent, stimulating, supportive, etc. climate at school level. Insufficient polite behaviour of pupils creates tension in relationships in various relations: pupil – pupil, pupil – teacher, pupil – parent, pupil – pedagogue, etc.

Primary school age is a very sensitive time for forming the identity of individuals and there is a real danger for the pupil, who grows up in the school environment in which insufficient polite behaviour of pupil’s is tolerated, to accept a bad behaviour model in relation to peers, teachers, obligations and the like. This will definitely have a bad effect on the pupil and to his perception of good and bad. Therefore, regarding the rules of pupil’s behaviour in school and generally polite behaviour towards pupil’s, teacher’s and others in school, additional training for all participants in this process should be organized. Pupils who complete primary school and do not carry elementary knowledge on polite behaviour at school with them, become a problem first in secondary school, and then this kind of behaviour can be reflected in all areas of individual’s life and those who are in contact with him. This research represents only the basis for some new researches by which the culture of pupil’s behaviour could be examined multidimensionally from different aspects.

The teacher, as the head of the educational process, must encourage mutual understanding, respect, communication and equal collaboration among pupil’s (Zrlić, 2010:241). The teacher’s communication competencies are a precondition for the development of communication and social relationships quality in the classroom, because they influence the culture of pupil’s behaviour [5].

Those results are in accordance with the results of similar research (Markić, 2014: 652), because the culture of behaviour illustrates the quality and tendencies of contemporary school and teaching process [8].

 

REFERENCES

[1] Bedeković, V., Lukačević, (2011). Culture of society as the basis of shaping organizational culture in the context of modern managerial processes. Collection of works Medjumurski university in Čakovec, 2 (2), 15-20.

[2] Livazović, i Vranješ, A. (2012). Pedagoška prevencija nasilničkog ponašanja osnovnoškolaca. Život i škola, 58 (27/1), 55-76.

[3] Vidić, T. (2010). Učiteljske percepcije učeničkih ponašanja (ne) poštovanje, socijalizacija i pozornost na satu. Život i škola, 56 (23/1), 77-90.

[4] Milošević, (2002). Uticaj saradnje porodice i škole na socijalno ponašanje i školsko postignuće učenika. Zbornik Instituta za pedagoška istraživanja,34 (2), 193-212.

[5] Zrilić, (2010). Kvaliteta komunikacije i socijalni odnosi u razredu. Pedagogijska istraživanja, 7 (2), 231-242.

[6] Zakon o osnovama sistema obrazovanja i vaspitanja (“Službeni glasnik RS”, br. 72/2009, 52/2011 55/2013).

[7] Hallam, , & Rogers, L. (2008). Improving behaviour and attendance at school. Berkshire: The McGraw- Hill.

[8] Markić, I. (2015). Didaktička kultura škole i razvoj suradničkih kompetencija učenika u nastavnom procesu. Školski vjesnik – časopis za pedagogijsku teroriju i praksu, 63(4), 627-652.



About

  • Contatti
  • Redazione
  • Pubblicità
  • Avvertenze
  • Privacy
  • Cookie

Newsletter

Rimani aggiornato sulle novità e gli articoli più interessanti della redazione di Filodiritto, inserisci la tua mail:

Iscriviti alla newsletter

© Filodiritto 2001-2019

Filodiritto è un marchio di InFOROmatica S.r.l.
P.Iva 02575961202
Capitale sociale: 10.000,00 i.v.
Direttore responsabile: Antonio Zama
Tribunale Bologna 24.07.2007,
n.7770 - ISSN 2239-7752

Sempre aggiornato

Scrivi la tua mail per ricevere le ultime novità, gli articoli e le informazioni su eventi e iniziative selezionati dalla redazione di Filodiritto.

*  Email:

Leggi l'informativa sulla privacy

Sede legale e amministrativa InFOROmatica S.r.l. - Via Castiglione 81, 40124 - Bologna
Tel. 051.98.43.125 - Fax 051.98.43.529

Credits webit.it