The perception of teachers and principals regarding student control in selected secondary schools with independent study programs

• Main Author: Engle, James Phillip
• Other Authors: Ballou, Philip E.
• Format: Others
• Published: 2011
• Subjects: Independent study.; School discipline.; Student government.
• Online Access: http://cardinalscholar.bsu.edu/handle/handle/176074; http://liblink.bsu.edu/uhtbin/catkey/414713

The purpose of this research was to investigate the effects of independent study programs, as perceived by teachers and principals, upon student control in selected secondary schools. The specific intention of collecting this data was to provide educators with useful information to help formulate ideas relative to independent study programs and student control.After the review of related literature on independent study and student control in secondary schools, a teacher questionnaire and a principal interview guide were developed for four schools located in the Northeast and Upper Wabash Study Councils of Ball State University. Also, Burris Laboratory School of Ball State University was included in the research because of the extensive independent study program conducted there, One hundred and thirty teachers responded to the questionnaire and five principals were interviewed.The study was designed to obtain teacher-principal perception of factors which influence independent study and student control. The data were analyzed and conclusions drawn from these perceptions to show the effects independent study had on student control.The questionnaire instrument developed for this study included six major categories and thirty-five specific questions. The six categories for teacher perception consisted of the following: (1) unscheduled time, (2) self-discipline, (3) decision making, (4) attendance, (5) interest in school activities, and (6) respect for school. A final item allowed the respondents to answer' an open-ended question pertaining to personal observations.The principal interview guide included ten open-ended questions covering the following topics: (1) positive aspects of independent study, (2) negative aspects of independent study, (3) direct effects of independent study of student control, (4) personal feelings concerning independent study as it relates to student control, (5) student rejective behavior while pursuing independent study, (6) student aggressive behavior while pursuing independent study, (7) student withdrawal behavior while pursuing independent study, and (8) student evasive behavior while pursuing independent study.Major findings of the research included the following:1. Independent study programs were consistently perceived as having positively affected school attendance. General attendance was seen as good, while class cutting and truancy were indicated as being low.2. The teachers indicated that students spent too much time roaming and talking in the hallways and wasting time in the student lounge. Principals agreed that time was misused by pupils roaming the hallways and groups congregating during free time.3. The research data indicated that both teachers and principals perceived students to generally have poor selfdiscipline while participating in independent study. Peer group pressure was perceived to often cause student control problems and teachers believed more rules and regulations were needed for control purposes. Principals indicated poor selfdiscipline involved a minority of the students.4. The teachers and principals perceived students as often making unwise decisions while pursuing independent study. It is their judgment that the younger students and the less academically talented students were not responsible enough to make the personal decisions necessary in independent study.5. Teachers indicated that there was a tendency for student interest in subject matter to be high. Principals felt that student interest toward academic pursuits were greater under independent study programs.6. Teachers indicated a feeling that student disrespect for authority was high. Principals indicated a feeling that better relationships existed between students and school staff. Student fighting and incorrigibility were not perceived as problems, although there was an indication that some vandalism did occur during student independent study time.