"Educational Effectiveness Prevented by Problems of Discipline and Learning"

Author(s):

Samuel GentoRaúl González Concepción Domínguez Enriqueta de Lara

Conference:

ECER 2008

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 02A, Quality of Educational Treatment of Diversities

Paper Session

Time:

2008-09-10

11:15-12:45

Room:

B1 133

Chair:

José Cajide

Contribution

Justification The number of discipline and misbehaviour problems in schools is, unfortunately, increasing in many countries. Not in every case such problems attempt against physical integrity of people attending educational institutions are being around such institutions; but, in most the cases, problems of indiscipline create situations that produce people ´s sufferance and in many of them their repercussion on educational institutions normal functioning and in student´ s performance. As a consequence, concern on such problems of lack of discipline and their consequences is growing up in parallel with the problems themselves. As it has been mentioned, problems of lack of discipline are frequently causes of problems of learning. But there are, also, other circumstances and contexts that can cause lack of student´ s performance in learning. National and international reports quite frequently and regularly call the attention towards learning deficiencies. Research purpose This research purpose is to obtain information on a double content:  What are the main problems of discipline and learning emerging in the educational system of our country, Spain  What are the most influencing factors -existing in different sectors affecting educational system- which are causing problems of lack of discipline and of acceptable learning in our country ´s schools. Context and circumstances The empirical research has been implemented in the context of the Spanish educational system The highest representation is the one from Lower Secondary Education (from 11/12 to 15/16 years old students), followed by the one from Primary Education (6 to 11/12 years old students. But there are also representations from Pre-School Education (particularly 4 to 6 years old students), Higher Secondary Education (15/16 to 17/18 years old), Vocational Education, First University Cycle, Second University Cycle and even some other levels or stages of the mentioned Educational Systems. Most of the institutions intervening in the research belong to the public system of education; but there is also a representation of aided (subsidized) private schools and private non aided ones. And, in order to obtain information on what are the most relevant problems of discipline and learning, we asked for the answers of different sectors. The most numerous one is the sector formed by teachers (particularly working on Lower Secondary Education); and the following one is of students. But there are also members of other sectors such as the one of: Psycho-Pedagogical Teams, School Heads or Principals, student’s parents, Teacher’s Trainers, Inspectors of Supervisors. Other participants (8,7% of total amount) did not identify themselves as members of any particular sector.

Method

Methodological design For the theoretical background, we looked through some sources of information, particularly educational books, professional journals and conferences or congresses related to the studied theme. And, as it is quite usual today, we also looked into some web pages existing on Internet which could offer some information useful to our purpose. For the empirical collection of data a double approach has been used. On the one hand, qualitative approach was present when we followed a process oriented to a questionnaire elaboration. Once a draft instrument was produced, it was submitted to different types of validation. For statistical treatment of data obtained with this instrument, the quantitative approach was used. For such purpose, once data had been collected, there were processed by the Statistical Package for Social Sciences (SPSS), in its version 15.0. The qualitative approach was also mainly present when to other technique of collecting data was used: the Cause and Effect Diagram. Such technique, due to K. Ishikawa, K. (1985), facilitates the vision of a problem as a whole and to see all possible component or options forming part of the problem. It allows for the identification of a problem causes and for their structuring by using the involved people ´s participation. Within the same qualitative approach other technique of involved people ´s participation was used: the Pareto ´s Analysis. This technique, which receives its name from the Italian economist Vilfredo Pareto, tries to identify the important real causes of a problem in order to solve it by previously finding out the more important causes that affect such problem. But theses important causes emerge by the involved people ´s participation.

Expected Outcomes

Conclusions and proposals The above mentioned techniques offered information on problems of discipline and learning existing in our educational system. This information was obtained from representative members of the most relevant important sectors involved in (particularly the formal one) education implemented in our educational system The questionnaire on “problems of discipline and learning” offered information on problems of discipline and learning emerging in our schools and also of what are the most relevant deficiencies causing such problems and existing in different context such as:  The educational system  The curriculum design  The students own peculiarity  The social context  The family  The teacher as a professional Two cause and effect diagrams were made up: one referred to problems of low learning (low academic results); the other one to problems of discipline. In both diagrams, emerging factors determining the undesired effect were structured all around the following six main causes: *Teachers *Students *Context *Didactic material *Teaching methodology *Parents-teachers relationship Once causes of problems of discipline and learning were systematised, structured inserted in the cause and effect diagram representation, some participants were asked for the most important causes. With data obtained from such election, a table of frequencies and accumulated percentages was made up and, successively, the graphic representation of Pareto Analysis was elaborated. People who filled up the questionnaire offered some proposals for improving discipline and learning in educational system. These proposals deserve a reflection in order to decide its transference to intervene in our educational system for improving it, particularly by reducing problems of discipline and learning. Apart from that, other proposals can be deduced from the obtained empirical data. The two cause and effect diagrams offered interesting data on causes and factors affecting lack of learning (or low academic results) and of discipline. But, as such causes and problems were submitted to participant ´s opinions in order to set up priority and to represent -according to such criterion- in diagram of Pareto, it seems more convenient to collect data from the corresponding table and Pareto ´s diagram to propose what are the causes of lack of acceptable learning and of lack of discipline that, due to their higher priority, is worth acting on them to eliminate causes that mostly determine such problems. As any other research, this one on “Educational Effectiveness Prevented by Problems of Discipline and Learning” is not an accomplished one. Obtained results and conclusions ask for continuation of the research, in order to clarify causes and factors. And, apart from that, it is necessary to theoretically studying and empirically researching strategies to intervene in order to eliminate or, at least, reduce causes and factors producing lack of learning and of discipline in our educational system.

References

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Author Information

Samuel Gento

UNED

Didactics, School Organization and Specific Didactics

Madrid

Raúl González

UNED, Spain

Concepción Domínguez

UNED, Spain

Enriqueta de Lara

UNED, Spain

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