A comparative study on the opinions of students concerning the teaching methods within the elt and MT methodology classes

• Author: M. A. P. Purcaru/A. Nechifor
• Position: Faculty of Mathematics and Informatics, Transilvania University of Brasov/Faculty of Letters, Transilvania University of Brasov
• Pages: 51-58

Bulletin of the Transilvania University of Braşov

Series VII: Social Sciences • Law • Vol. 8 (57) No. 2 - 2015

A COMPARATIVE STUDY ON THE

OPINIONS OF STUDENTS CONCERNING

THE TEACHING METHODS WITHIN THE

ELT AND MT METHODOLOGY CLASSES

M. A. P. PURCARU1 A. NECHIFOR2

Abstract: The present descriptive research has as a main aim the

identification of students’ opinions on the necessary conditions in order for

them to be interested in learning and obtaining good results in either

Mathematics or English Language Teaching Methodology, with focus on the

teaching-learning methods and techniques used while teaching these two

subjects. The descriptive research was conducted on 120 students, aged 20-

21 years, in their 2nd year of studies at ‘Transilvania’ University of Brasov,

enrolled in the Teaching Methodology classes. The teaching-learning

methods varied from traditional, modern and specific to either of the two

subjects. The conclusions drawn, after analysing the questionnaires and the

school results showed that both their interest for the subjects and their

learning performances rose in direct proportion to the variety of teaching-

learning methods used for each learning unit.

Key words: Mathematics, English, teaching methodology, teaching-

learning methods, interest, learning performances, descriptive research.

1 Faculty of Mathematics and Informatics, Transilvania University of Braşov.

2 Faculty of Letters, Transilvania University of Braşov.

1. Introduction

According to many specialists in the

field, the contemporary society needs

change not only in general terms, but,

more specifically, in the vast domain of the

teaching science, as well. Thus, as Voinea

says, “The teacher training must redefine

itself according to the new standards of

society and students’ needs. The teacher

should be able to create a learning context

in which students can develop active and

constructive processes of acquiring

knowledge and skills that stimulate

students to set their goals and take

responsibility for their own learning

activities and processes” [5]. We have

come to live in an era in which, from the

point of view of the educational system,

things have evolved and have changed a

lot, the development in approaches

enabling the idea of e-learning, distance

learning, massive open online learning,

blended learning, tele-collaboration, the

access to education being thus generalized

and diversified. In this way, the entire

teaching-learning-assessment process had

to be re-evaluated, starting with the

teaching methods and techniques used by

the tutors, teachers, professors and any