Student Reactions to & Attitudes towards Autonomy
In order to complete this project, it was imperative that I keep my students involved every step of the way. Therefore, throughout the semester, I would continually ask my students if they felt autonomous in my class and what I could do to give them more freedom. I also constantly asked them what changes they would make to the class and if they had any new activity suggestions. Initially, I think that my students were excited by the possibility of having more autonomy in the classroom and eager described several things that they wanted to do in the class. Overtime though, my students grew tired of hearing the word “autonomy” and generally stopped giving me suggestions and ways to improve their learning.
I formally assessed their levels of autonomy three times this semester. I wanted to see whether the changes that I had been implementing actually helped the students feel like autonomous learners and whether my lessons were actually helping the students learn new information and skills. The first two times, I had my students complete the following short survey about their attitude towards World History class. These were distributed in February and March. (Only my 2nd period class was able to complete the second survey because there was an assembly during 3rd period that day and it was right before Spring Break.)
I formally assessed their levels of autonomy three times this semester. I wanted to see whether the changes that I had been implementing actually helped the students feel like autonomous learners and whether my lessons were actually helping the students learn new information and skills. The first two times, I had my students complete the following short survey about their attitude towards World History class. These were distributed in February and March. (Only my 2nd period class was able to complete the second survey because there was an assembly during 3rd period that day and it was right before Spring Break.)
Name: ________________________________________
I enjoy World History class.
1 2 3 4 5 6 7 8 9 10
Explain: ______________________________________________________________________________
_____________________________________________________________________________________
I feel like I am learning new knowledge and skills in World History class.
1 2 3 4 5 6 7 8 9 10
Explain: ______________________________________________________________________________
_____________________________________________________________________________________
I feel autonomous (in control of my learning) in World History class.
1 2 3 4 5 6 7 8 9 10
Explain: ______________________________________________________________________________
_____________________________________________________________________________________
I enjoy World History class.
1 2 3 4 5 6 7 8 9 10
Explain: ______________________________________________________________________________
_____________________________________________________________________________________
I feel like I am learning new knowledge and skills in World History class.
1 2 3 4 5 6 7 8 9 10
Explain: ______________________________________________________________________________
_____________________________________________________________________________________
I feel autonomous (in control of my learning) in World History class.
1 2 3 4 5 6 7 8 9 10
Explain: ______________________________________________________________________________
_____________________________________________________________________________________
In April, I asked my students to complete a Quick Write that answered several questions that directly asked about their thoughts on autonomy. I wanted my students to give me specific instances and examples so that I could understand how they related to autonomy. I also encouraged them to give more than a simple one word answer by telling them that anyone who wrote out a complete response would receive extra credit on their exam. The Quick Write consisted of the following questions:
In the next few sections, I will discuss general and specific responses to these formal surveys and questionnaires.
- How do you define student autonomy?
- Describe an experience where you felt autonomous in this class.
- Describe a time where you didn’t feel autonomous in this class.
- Do you think it is important for students to have autonomy? Do you think students learn better when they are autonomous? Why?
In the next few sections, I will discuss general and specific responses to these formal surveys and questionnaires.