Empirical Evidence on the Relationship between Democratic Classroom and Social Skills Development of Students

Ahmad, Iqbal; Said, Hamdan; Jusoh, Ahmad Jazimin

doi:10.5901/mjss.2015.v6n2s1p18

Cited by 5 publications

(11 citation statements)

References 51 publications

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“…The Students perceived that it would be worthwhile giving them opportunity/freedom which includes expressing themselves in the class, developing their exceptional abilities, generating their own personalized ideas on the subject matter and having classroom discussions with fellow students. This finding is supported by Ahmad et al (2015) who reported that both female and male students in their study perceived democratic classroom environment as playing a great role in improving students' social skills development. Majority of the students agreed that they listen to one another carefully during a classroom discussion in a democratic classroom.…”

Section: Students' Perception About Classroom Democratizationsupporting

confidence: 58%

“…One of the active concepts and approaches in education which has been stressed over the years by research is democratic classroom environment (Ahmad et al, 2015). The concept of democratic classroom environment is attributed to the educational reformer "John Dewey" and his philosophical thoughts which staunchly support freedom and democracy in education (Louis, 2003).…”

Section: Introductionmentioning

confidence: 99%

“…Citizenship education seeks to educate citizens who will be free to make their own judgments and hold their own convictions (UNESCO, 2010). Such individuals are produced for their society by industries, such as the educational institutions (Ahmad et al, 2015;Buchholz, 2013). Citizenship education should be transformative (Banks, 2017) and transformative civic education will develop citizens who critically reflect on societal issues.…”

Section: Introductionmentioning

confidence: 99%

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Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria

et al. 2021

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Democratic classroom practices are all strategies adopted by classroom teachers to actively engage students in the learning processes. Considerable literature assessing influence of Civic Education on youths' active participation in a democratic society exists. Not much have reported an empirically conducted study on classroom best practices adopted by Civic Education teachers in the Global South. This paper examines classroom democratization by Civic Education teachers in South East Nigeria, students' and teachers' perceptions of democratic classroom, and challenges confronting classroom democratization. Focus Group Discussion and Democratic classroom questionnaire were used to elicit information from 151 civic education teachers and 1400 senior secondary school one (SS1) students. Findings revealed that Civic Education teachers in South East Nigeria adopted democratic classroom practices marginally. Recommendation includes more adoption of democratic classroom best practices for development of students' critical thinking abilities, preparing them to become participatory in their civic duties and reducing crimes among today's youths.

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Section: Students' Perception About Classroom Democratizationsupporting

confidence: 58%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria

et al. 2021

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“…In fact, democracy which is a good regime also accepted as the ideal politic part of 21 st century (Kıncal, 2007). Implementation of the democracy is also possible with the fact has positive effects on the development of students' social skills (Ahmad, Said &Jusoh, 2015). The fact that classroom environment is important for gaining democratic values also proved in an experimental study done with the 6 th Grade middle school students in Istanbul in our country.…”

Section: Introductionmentioning

confidence: 80%

How do high school students elect their president of the school?

Saçan

2017

HumanSciences

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This study has been carried out in order to determine the school assembly election attitudes of high school students. This descriptive study has been performed with 1380 students from 9th, 10th and 11th grades who attended center high schools of Aydin in 2014 -2015 Academic Year. Demographic information form which was generated by researchers and five point likert scale was used in collection of data. PASW 18.0 packet software was used in the analysis of the data obtained from the study. It has been determined that 59 % of students were girls, 41% were boys, 63% were around 15-16 years old, 35% were 17 and over it, 37% from Vocational and Technical Anatolian high school, 24% from Anatolian high school, 13% from high school, 10% from religious(Imam Hatip) high school, 6% from science high school, 5% from fine arts high school 4% from social sciences high school when the demographic features of students were assessed. When we look at their attitudes of school student president (or ASB president) elections; answers of students given for school student president (or ASB president) election loaded in to 4 factorial sub dimensions. And those are listed as follows: being a social person, having representative ability, importance of physical features and wanting to be school student president (or ASB president) qualities. 75 % of students describes voting in school assembly elections as a responsibility, 53 % of the students considers that elections are carried out in a fair and democratic manner, most of the youth have democratic values and minded participation rights. During the above mentioned candidateship period, it is criticized that candidates are committing financial supports, and there is no limit for those financial commitments.

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“…Teacher-student relationships also contribute to the formation of social skills (Berry & O'Connor, 2010;Vlachou et al, 2016). In addition to the relationship between teachers and students, the condition of the classroom environment can affect students' social skills, a democratic classroom has been shown to have a positive effect on the development of students' social skills (Ahmad et al, 2015). Furthermore, what needs to be considered in growing social skills is the pattern of parenting in the family (Hosokawa & Katsura, 2017;Şengönül, 2021;Takahashi et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The impact of “Kampus Mengajar MBKM” on students’ social skills

2022

pegegog

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Kampus Mengajar" The Campus Teaching Program is a form of program to improve the quality of learning in schools and equip students to maximize their competencies. One of the competencies built is social competence as a provision for students to face the era of society 5.0. Based on these problems, this study aims to see the impact of the campus teaching program on the development of student social skills. The research method used in this research is the ex post facto quantitative research method. Participants in this study were 142 students consisting of 71 students who participated in the campus teaching program and 71 students who did not participate in the program. The research instrument used by researchers to measure the level of social skills is the social skills scale. The research analysis used the t-test to determine the differences in the skills of students who took part in the campus teaching program and those who did not, as well as to determine the effect of the teaching program on improving social skills. The test results show differences in the level of social skills between students who take part in the program and those who do not. The results of this study indicate that the campus teaching program has an impact on increasing students' social skills. These results are expected to be used as the basis for institutional policy making to continue to encourage students to participate in campus teaching programs and participate in the success of the MBKM program from the Indonesian Ministry of Education and Culture.

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Empirical Evidence on the Relationship between Democratic Classroom and Social Skills Development of Students

Abstract: Abstract

Cited by 5 publications

References 51 publications

Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria

Assessing democratic classroom practices among secondary school civic education teachers in the global south: case study of South East Nigeria

How do high school students elect their president of the school?

The impact of “Kampus Mengajar MBKM” on students’ social skills

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