Student Narrative Text on Course Pet Peeves
01 Professors who “don’t allow” students to disagree with their opinions. | Professors who grade based on the placement of commas and the number of spaces typed between words
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Student Narrative Text on Course Pet Peeves
01 Professors who “don’t allow” students to disagree with their opinions. | Professors who grade based on the placement of commas and the number of spaces typed between words rather than on the ideas and thoughts developed. | Professors who give me reason to feel about 2 inches tall when I give an incorrect answer to a question.
02 Ridiculous amounts of reading to be done in a short period of time. |
Not having an opportunity to discuss different viewpoints or different facets of a topic-issue.
03 I get frustrated with instructors that behave as though we have nothing else going on in our lives except their class and their assignments.
04 I don’t like to read material that doesn’t have a practical benefit. I want to leave here with a marketable skill, not a head filled with historical facts or scientific jargon.
05 Students who use the classroom to show how smart they are and to build
themselves up. |
Those who rattle their candy and gum wrappers or chip bags.
06 When required readings are not available. | When instructors put-down students. | When assignments are too difficult.
07 Professor who believe their view is the only one acceptable. |
Disorganized classes. |
Dry readings.
08 Professors who are condescending toward students. |
Test questions that come out of the blue.
09 People make noise – opening snacks, chewing loud (pretzels). |
When people monopolize class.
10 Allowing personal bias to dictate evaluations of students work. (e.g., If you disagree, then you’re wrong.) |
When expectations for grades are unclear.
Week 5: Qualitative Analysis Assignment Coding Scheme: Student Pet Peeve Data
Course Requirements
01 = Can’t locate required readings
02 = Unclear expectations of students
03 = Unrealistic expectations of students (e.g., too many readings, assignments too difficult)
04 = Working in groups (e.g., too much, meaningless)
05 = Course doesn’t follow syllabus
Course Content
06 = Content of required readings (e.g., irrelevant, inappropriate, boring, dry)
07 = No clinical, policy or real-life application of course content
08 = Assignments not geared to learning (e.g., busy work)
09 = Too little time spent on the most important topics
Teacher - Student Relationship
10 = Teacher doesn’t encourage students to voice opinions that are different from their own
11 = Teacher talks down to students (e.g., condescending, makes students feel stupid)
12 = Teacher has low expectations of students (e.g., intelligence, experience, ability to complete assignments)
Teaching Behavior
13 = Assignments returned without comments or feedback (e.g., papers)
14 = Personality of teacher (e.g., opinionated, egotistical, arrogant, thinks their approach is the only way)
15 = Unfair or inappropriate grading (e.g., papers, exams, final grades)
16 = Poor facilitator of class discussions
Student Behavior
17 = Students who monopolize class time
18 = Irrelevant comments or discussions by other students (e.g., personal stories)
19 = Limited or no development of peer relationships with classmates
20 = Overbearing, intimidating, and/or opinionated students
21 = Students making noises in class (e.g., rattling papers, unwrapping food)
98 = Other: Student’s written response not a pet peeve or doesn’t fit coding scheme
99 = Unable to decipher meaning of student response
Week 5: Qualitative Analysis Assignment Code Sheet: Student Pet Peeve Data
Qualitative Analyses: The analytic method you will use to analyze the narrative data for this Assignment is called content analysis. It requires you to read each student’s narrative and then code its content using the thematic categories on page 4 (Coding Scheme: Student Pet Peeve Data). Once you have completed the coding, you will need to describe the most common types of “pet peeves” that students have about their courses.
ID # CODE 1 CODE 2 CODE 3
001 10 15 11
002 03 16
003 14
004 07
005 20 21
006 01 11 03
007 14 05 06
008 11 05
009 21 17
010 15 02
After you complete the code sheet, summarize the major themes or most common pet peeves described by the 10 students in their previous courses:
The content-coding for this data analysis reveals several common themes among the students interviewed. The coding shows that a majority of the pet peeves fall under the umbrella heading of “Course Requirements.” Five different students acknowledge pet peeves under this
heading, with one of those students having two pet peeves under “Course Requirements.” In looking closer at the data for this section, it is apparent that students are dissatisfied with unrealistic expectations from professors and when their course does not follow the information supplied in the syllabus.
The section with the second-highest coding is “Teaching Behavior.” There are five pet peeves coded under this heading, with the top two specific pet peeves being related to the teacher’s personality and unfair or inappropriate grading procedures.
The next highest-ranked headings are tied between “Student Behavior” and “Teacher- Student Relationship.” Each of these headings received four indications in the subcategories listed. It is important to note that the most common pet peeve overall is located under “Teacher- Student Relationship,” as three separate students indicated a condescending or belittling teacher as a pet peeve. There are four rankings under the heading “Student Behavior,” however, only two students indicate pet peeves under this heading. The most common out of these two, with two indications, is students who make noise in class.
The least common and lowest-ranked heading is “Course Content.” Only two students specify pet peeves under this heading, with one indicating grievance with the required readings and one student specifying a pet peeve of the relevance of the content to real-life.
In summation, even though “Course Requirements” has the most common occurring indications, the most significant pet peeve amongst these students is a condescending professor, which falls under “Teacher-Student Relationship.” It can be derived from the content analysis and themes present that it is not necessarily the course content that makes students unhappy as much as it is issues with the course requirements and that fellow student’s behavior affects others
in the classroom, but not as significantly as a teacher’s behavior and relationship with his or her students.
.........................................................................CONTINUED..................................................................
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