About this paper

Appears in:
Pages: 3690-3697
Publication year: 2016
ISBN: 978-84-608-5617-7
ISSN: 2340-1079
doi: 10.21125/inted.2016.1889

Conference name: 10th International Technology, Education and Development Conference
Dates: 7-9 March, 2016
Location: Valencia, Spain

THE TEACHING-LEARNING METHODOLOGY, IMPORTANT FACTOR OF UNIVERSITY SCHOOL CLIMATE

M.C. Sandoval Caraveo, S.G. Gómez Jiménez, I.Y. Pérez Olán

Universidad Juárez Autónoma de Tabasco (MEXICO)
In the institutions of higher education, an element to consider for the improvement of the quality of education is the creation of a suitable school climate that favours the level of student learning. The school climate is conceptualized as the perception that students have about the environment in which they develop their academic activities, this appreciation is derived from their experiences within the educational institution. The term school climate is derived from the concept of organizational climate, which has its origin in the study of organizations in the field of employment. The objective of this study was to describe the school climate of students of Civil Engineering from a Public University located in Tabasco, Mexico in order to give the guideline to the strengthening of the institutional and educational activities. The study has a quantitative approach; it is descriptive and correlational non experimental design transactional type. The instrument consists of 41 items prepared on a scale type Likert with 4 response options where 1 = completely disagree, 2 = disagree, 3 = agree, and 4 = agree. The research instrument reliability was calculated Cronbach's Alpha coefficient, which reported 0.90 confidence. Studied school climate dimensions were: organizational structure, functionality, teaching practices (methodology teaching and learning, interaction teacher-student and evaluation), climate between the interaction of pairs, climate between interacting with external context and satisfaction. The results obtained in descriptive statistics show the highest average in the dimensions of climate between the interaction of pairs and teaching-learning methodology. The lowest average were found in the dimensions of organizational structure and functionality.

@InProceedings{SANDOVALCARAVEO2016TEA,
author = {Sandoval Caraveo, M.C. and G{\'{o}}mez Jim{\'{e}}nez, S.G. and P{\'{e}}rez Ol{\'{a}}n, I.Y.},
title = {THE TEACHING-LEARNING METHODOLOGY, IMPORTANT FACTOR OF UNIVERSITY SCHOOL CLIMATE},
series = {10th International Technology, Education and Development Conference},
booktitle = {INTED2016 Proceedings},
isbn = {978-84-608-5617-7},
issn = {2340-1079},
doi = {10.21125/inted.2016.1889},
url = {http://dx.doi.org/10.21125/inted.2016.1889},
publisher = {IATED},
location = {Valencia, Spain},
month = {7-9 March, 2016},
year = {2016},
pages = {3690-3697}}
TY - CONF
AU - M.C. Sandoval Caraveo AU - S.G. Gómez Jiménez AU - I.Y. Pérez Olán
TI - THE TEACHING-LEARNING METHODOLOGY, IMPORTANT FACTOR OF UNIVERSITY SCHOOL CLIMATE
SN - 978-84-608-5617-7/2340-1079
DO - 10.21125/inted.2016.1889
PY - 2016
Y1 - 7-9 March, 2016
CI - Valencia, Spain
JO - 10th International Technology, Education and Development Conference
JA - INTED2016 Proceedings
SP - 3690
EP - 3697
ER -
M.C. Sandoval Caraveo, S.G. Gómez Jiménez, I.Y. Pérez Olán (2016) THE TEACHING-LEARNING METHODOLOGY, IMPORTANT FACTOR OF UNIVERSITY SCHOOL CLIMATE, INTED2016 Proceedings, pp. 3690-3697.
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