STUDENTS’OF AGRICULTURAL SPECIALITIES RESPONSIBILITY FOR THEIR STUDYING RESULTS
Journal Title: Role of Higher Education Institutions in Society: Challenges, Tendencies and Perspectives - Year 2014, Vol 1, Issue 3
Abstract
Authors analyzedthe links between the self-assessment of studying possibilities and the futureplans as well as career objectives ofthe first degree full-timestudents at the facultiesof Agronomy, Agricultural Engineering, Water and Land Management in Aleksandras Stulginskis University.The article presents the research of students’ of agricultural specialties (N=50) attitude towards preparation to take responsibility for their own studies; the attitude towards what they gain from their educational institution and the links between the self-assessment of studying possibilities and career objectives were determined. The following points were raised while carrying out the research: to find out the attitude of students towards what they received at school (knowledge, competencies, skills); to indicate tendencies of the change of students’ attitude towards what they gain from their educational institution when they start studying at university; to evaluate readiness of the first and the second year students to take responsibility for the results their own studies; to investigate students attitude towards the future plans and career objectives. The methods of scientific literature analysis and questionnaire were applied during the research, the obtained data was processed using statistical data analysis. According to the research results 66,0 % of respondents feel responsible for the results of their studies and the rest 34,0 %declare that teachers and lecturers must transfer knowledge to them. According to respondents, only part of high school teachers forms general competencies (60,6 % of positive answers in the group of “motivated students” (N=33) and 47,1 % in the group of “non-motivated” (N=17). The situation observed in the higher education institution is similar: 57,6 % of the group of “motivated students” and 52,9 % of the group of “non-motivated students” agreed that only part of university lecturers forms general competencies. None of the motivated students indicate that they are not taught to learn, reach out for knowledge and their skills are not trained, however, the opinion of non-motivated students changed from 17,6 %, who stated that teachers did not teach them, to 5,9 % who stated that lecturers do not teach them. According to 60,7 % of motivated students and 47,1 % of non-motivated students, development of tools for effective learning and effective thinking skills would have made their studies more effective. Increasing objectives of respondents are also illustrated by the fact that they agree that it is necessary to motivate as early as possible and to do it constantly (75,8 % of respondents from the “motivated students” group and 76,4 % of respondents from the “non-motivated students” group). Independently from the level of readiness to take responsibility for the studying results, 66, 7 % of motivated students and 64,7 % of non-motivated students plan to have their own business in the future and to become employers. It explains the necessity to obtain higher education in order to facilitate the continuation of agricultural family business.
Authors and Affiliations
Tatjana Sankauskienė, Judita Kasperiūnienė
Keywords
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