Communication between Students and Teachers in Realization of Extracurricular Activities

Semir Šejtanić, Majra Lalić


APA 6th edition
Šejtanić, S., & Lalić, M. (2016). Communication between Students and Teachers in Realization of Extracurricular Activities. IJEM - International Journal of Educational Methodology, 2(1), 45-50. doi:10.12973/ijem.2.1.45

Harvard
Šejtanić S., and Lalić M. 2016 'Communication between Students and Teachers in Realization of Extracurricular Activities', IJEM - International Journal of Educational Methodology , vol. 2, no. 1, pp. 45-50. Available from: http://dx.doi.org/10.12973/ijem.2.1.45

Chicago 16th edition
Šejtanić, Semir and Lalić, Majra . "Communication between Students and Teachers in Realization of Extracurricular Activities". (2016)IJEM - International Journal of Educational Methodology 2, no. 1(2016): 45-50. doi:10.12973/ijem.2.1.45

Abstract

Extracurricular activities represent educational, preplanned actions which enable complete confirmation of students’ personality as well as development of their communication skills and competencies; whilst they enable the teachers to expand their educational influence. Modern school can’t be imagined without innovations or modifications to the entire communicational discourse, since its perspective is to be a progressive model whereat main communicational types of behavior are learnt and formed. The research was carried out at primary and secondary schools in the area of Bosnia and Herzegovina (Mostar region) and it included 590 students and 315 teachers. With this empirical research we have tested the presence of a democratic, voluntary, partnership and pedagogic-stimulating communication within the process of putting the extracurricular activities into realization. The goal of our research was to determine whether there is a statistically significant difference between evaluations made by students and those made by teachers of primary and secondary schools that a democratic, voluntary, partnership and pedagogic stimulating communication is mostly dominant in the process of putting extracurricular activities into realization. The results we have collected have shown the difference between students’ and teachers’ perception of dominant communication in realization of extracurricular activities.

Keywords: Extracurricular activities, communication, student, teacher.


References

Extracurricular activities represent educational, preplanned actions which enable complete confirmation of students’ personality as well as development of their communication skills and competencies; whilst they enable the teachers to expand their educational influence. Modern school can’t be imagined without innovations or modifications to the entire communicational discourse, since its perspective is to be a progressive model whereat main communicational types of behavior are learnt and formed. The research was carried out at primary and secondary schools in the area of Bosnia and Herzegovina (Mostar region) and it included 590 students and 315 teachers. With this empirical research we have tested the presence of a democratic, voluntary, partnership and pedagogic-stimulating communication within the process of putting the extracurricular activities into realization. The goal of our research was to determine whether there is a statistically significant difference between evaluations made by students and those made by teachers of primary and secondary schools that a democratic, voluntary, partnership and pedagogic stimulating communication is mostly dominant in the process of putting extracurricular activities into realization. The results we have collected have shown the difference between students’ and teachers’ perception of dominant communication in realization of extracurricular activities.

Keywords: Extracurricular activities, communication, student, teacher.