Explaining the classroom behavior process of medical sciences students: A grounded theory
BACKGROUND: Classroom behavior is one of the important variables for the curriculum in the learning path of learners. The aim of this study was to explain the classroom behavior process of medical sciences students. MATERIALS AND METHODS: In a qualitative study using the grounded theory approach, th...
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| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Wolters Kluwer Medknow Publications
2024-12-01
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| Series: | Journal of Education and Health Promotion |
| Subjects: | |
| Online Access: | https://journals.lww.com/10.4103/jehp.jehp_1381_23 |
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| _version_ | 1841556446655807488 |
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| author | Yeganeh Moradi Zhila Fereidouni Abbas Abdollahi Ali Khani Jeihooni Nazanin Poornasiri Zahra Jokar Samaneh Dehghani Shahnaz Karimi Mohammad Hasan Keshavarzi |
| author_facet | Yeganeh Moradi Zhila Fereidouni Abbas Abdollahi Ali Khani Jeihooni Nazanin Poornasiri Zahra Jokar Samaneh Dehghani Shahnaz Karimi Mohammad Hasan Keshavarzi |
| author_sort | Yeganeh Moradi |
| collection | DOAJ |
| description | BACKGROUND:
Classroom behavior is one of the important variables for the curriculum in the learning path of learners. The aim of this study was to explain the classroom behavior process of medical sciences students.
MATERIALS AND METHODS:
In a qualitative study using the grounded theory approach, the classroom behavior of 21 students from different medical fields was assessed. Purposeful and theoretical sampling methods were used. Data collection tools were semi-structured interviews. Sampling was continued until saturation, and data analysis was performed according to the Corbin and Strauss 2015 approach. The study was done from 2020 until 2023.
RESULTS:
The results of the data analysis were divided into three main categories (representation scene, behavioral representation, and representation effect) and nine subcategories. The representation scene consisted of the following subcategories: learner features, teacher and teaching features, classroom environment, and educational content. Behavioral representation was the second category and included groupism, the behavioral continuum, and students’ expectations. The representation effect was the third category and included academic progress and positive and negative emotions.
CONCLUSION:
Students’ classroom behavior is affected by various factors. Professors and policymakers of educational programs can strengthen the positive classroom behaviors of medical students in the shadow of learning theories by recognizing, paying attention, and planning to get closer to educating students with professional behavior and performance. |
| format | Article |
| id | doaj-art-bea32dbf7c0c4b52936f248b887e2e2a |
| institution | Kabale University |
| issn | 2277-9531 2319-6440 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Wolters Kluwer Medknow Publications |
| record_format | Article |
| series | Journal of Education and Health Promotion |
| spelling | doaj-art-bea32dbf7c0c4b52936f248b887e2e2a2025-01-07T08:55:48ZengWolters Kluwer Medknow PublicationsJournal of Education and Health Promotion2277-95312319-64402024-12-0113148748710.4103/jehp.jehp_1381_23Explaining the classroom behavior process of medical sciences students: A grounded theoryYeganeh MoradiZhila FereidouniAbbas AbdollahiAli Khani JeihooniNazanin PoornasiriZahra JokarSamaneh DehghaniShahnaz KarimiMohammad Hasan KeshavarziBACKGROUND: Classroom behavior is one of the important variables for the curriculum in the learning path of learners. The aim of this study was to explain the classroom behavior process of medical sciences students. MATERIALS AND METHODS: In a qualitative study using the grounded theory approach, the classroom behavior of 21 students from different medical fields was assessed. Purposeful and theoretical sampling methods were used. Data collection tools were semi-structured interviews. Sampling was continued until saturation, and data analysis was performed according to the Corbin and Strauss 2015 approach. The study was done from 2020 until 2023. RESULTS: The results of the data analysis were divided into three main categories (representation scene, behavioral representation, and representation effect) and nine subcategories. The representation scene consisted of the following subcategories: learner features, teacher and teaching features, classroom environment, and educational content. Behavioral representation was the second category and included groupism, the behavioral continuum, and students’ expectations. The representation effect was the third category and included academic progress and positive and negative emotions. CONCLUSION: Students’ classroom behavior is affected by various factors. Professors and policymakers of educational programs can strengthen the positive classroom behaviors of medical students in the shadow of learning theories by recognizing, paying attention, and planning to get closer to educating students with professional behavior and performance.https://journals.lww.com/10.4103/jehp.jehp_1381_23behaviorgrounded theorymedicalsciencesstudents |
| spellingShingle | Yeganeh Moradi Zhila Fereidouni Abbas Abdollahi Ali Khani Jeihooni Nazanin Poornasiri Zahra Jokar Samaneh Dehghani Shahnaz Karimi Mohammad Hasan Keshavarzi Explaining the classroom behavior process of medical sciences students: A grounded theory Journal of Education and Health Promotion behavior grounded theory medical sciences students |
| title | Explaining the classroom behavior process of medical sciences students: A grounded theory |
| title_full | Explaining the classroom behavior process of medical sciences students: A grounded theory |
| title_fullStr | Explaining the classroom behavior process of medical sciences students: A grounded theory |
| title_full_unstemmed | Explaining the classroom behavior process of medical sciences students: A grounded theory |
| title_short | Explaining the classroom behavior process of medical sciences students: A grounded theory |
| title_sort | explaining the classroom behavior process of medical sciences students a grounded theory |
| topic | behavior grounded theory medical sciences students |
| url | https://journals.lww.com/10.4103/jehp.jehp_1381_23 |
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