Boredom at Tertiary Level Classrooms: From English Major Students’ Perspectives

Farah Diba Yasmin
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Abstract


The present study analyzes boredom in teaching learning settings and how learners experience negative impact of boring lessons at tertiary level English department in Bangladesh. This study was carried out as part of a project supervised by the researcher where three groups of students use classroom observation and focus group discussion to investigate level of boredom and its impact on learning outcomes of teaching and learning partnership. Furthermore, it also outlines optimum level of boredom and how teachers can avoid boring activities in classroom settings as boring teaching and learning have significant impact on students motivation and engagement with any learning content because learning is a psychological process of showing academic ability especially at tertiary level where active intellectual exchange can ensure learners’ autonomy in their learning process. Therefore, curriculum design, teaching materials, teachers’ training and proper management can make tertiary level classroom interesting and engaging for teaching and learning.


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References


Yasmin, F. D. (2019). Boredom at tertiary level classrooms: From English major students’ perspectives. Journal of Research in Education, Science and Technology, 4(2), 54-60.


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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.


Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

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