Student Perceptions Of Classroom Incivility In Multiage Community College Classrooms
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Date
2016
Type of Work
Department
Community College Leadership Program
Program
Doctor of Education
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This item is made available by Morgan State University for personal, educational, and research purposes in accordance with Title 17 of the U.S. Copyright Law. Other uses may require permission from the copyright owner.
Abstract
The purpose of this study was to investigate the relationship among age-related stages of development, other selected variables of student demographics (race/ethnicity, sex, full or part-time status, number of semesters enrolled in classes, enrollment in day or night classes, and enrollment in continuing education, developmental, or non-developmental classes), and student perceptions of classroom incivility. Student perceptions of incivility was conceptualized as the extent to which a student agreed or disagreed that specific behaviors negatively influenced the learning environment. The independent variables were student age, race/ethnicity, sex, full or part-time status, number of semesters enrolled in classes, enrollment in day or night classes, and enrollment in continuing education, developmental, or non-developmental classes. The dependent variable was student perceptions of classroom incivility on five components of classroom behaviors. Erik Erikson's theory of life span development served as the theoretical framework for this study (Sigelman & Rider, 2015). The Pew Research Center's (2015) system of generational analysis provided the method for grouping students by age. Research by Dayer-Berenson was used as a basis for exploring the cultural implications of other selected student demographics and perceptions of incivility (2012). Three research questions were developed to examine the relationship among age-related stages of development, other selected student demographics, and perceptions of classroom incivility. Descriptive statistics were used to analyze demographic data and explore perceptions of classroom incivility held by community college students. Inferential statistics were used to analyze data that compared age-related stages of development and differences in student perceptions of incivility. Inferential statistics were also used to address the relationship among other selected student demographics and student perceptions of classroom incivility. This study contributes to the existing body of knowledge by adding to the empirical research of age-related stages of development and student perceptions of incivility. It also fills in the gap of information about whether or not other selected student demographics influence student perceptions of classroom incivility.