First-Grade Students' Feelings and Perceptions Toward School

The purpose of this study is to examine first-grade students' feelings and perceptions toward school in three elementary schools with different socioeconomic status levels in Turkey. This qualitatively oriented multiple case study used students' drawings and semi-structured interviews as d...

Full description

Saved in:
Bibliographic Details
Published in:International electronic journal of elementary education 2021-09, Vol.14 (1), p.87-103
Main Author: Cevikbas, Seher
Format: Article
Language:English
Subjects:
Case studies
Children & youth
Classrooms
Dictionaries
Educational Attitudes
Educational Environment
Elementary School Students
Extracurricular activities
Families & family life
Foreign Countries
Freehand Drawing
Grade 1
High School Graduates
Laboratories
Neighborhoods
Parents & parenting
Perceptions
Physical Environment
Psychological Patterns
Social Differences
Social Environment
Socioeconomic factors
Socioeconomic Status
Student Attitudes
Teaching Methods
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:The purpose of this study is to examine first-grade students' feelings and perceptions toward school in three elementary schools with different socioeconomic status levels in Turkey. This qualitatively oriented multiple case study used students' drawings and semi-structured interviews as data collection methods. The findings of the study revealed that students perceived school as a playground, a happy place, a social environment, a physical environment, a learning or an unfriendly environment. In this study, several differences and similarities with respect to students' feelings and perceptions toward school are presented and discussed based on the schools from different socioeconomic levels, mplications and recommendations for teachers and school administrators are provided to promote the design of a school environment tailored to first-graders' needs and interests.
ISSN:1307-9298
1307-9298
DOI:10.26822/iejee.2021.231