RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION
EXPLORING TEACHERS’ VS. STUDENTS’ ATTITUDES TOWARD FIXED LESSON PLANS
(1) Kiana Gharaghani, M.A. in TEFL, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
(2) Azizeh Chalak, Professor of Applied Linguistics, Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
(*) Corresponding Author
Abstract
Traditional educational settings often rely on fixed lesson plans (LPs) to guide instruction and ensure classroom consistency. While fixed LPs provide structure and organization, some teachers believe they limit their autonomy and creativity in the classroom. Additionally, students' attitudes toward fixed LPs can vary significantly, with some feeling stifled by the need for more flexibility and individualized instruction. By examining both perspectives, educators can identify potential challenges and opportunities for enhancing instructional practices better to meet the diverse needs of today’s learners. The current study investigated teachers' and students' attitudes toward fixed LPs in the Iranian EFL context. It also explored the correlation between teachers' and students' attitudes toward fixed LPs. This research adopted a quantitative, non-experimental descriptive design to explore and meet the study's objectives. The study population consisted of 80 teachers and 80 students selected through convenience sampling. Participants were asked to rank planning elements and indicate how planning matters through questionnaires and interviews; their classes were also observed. Descriptive statistics, i.e., frequencies and percentages, were used to analyze quantitative data. The Pearson product-moment correlation was employed to examine the research questions and clarify the correlation between teachers' and students’ attitudes toward fixed LPs. The results revealed a medium, positive correlation between the two variables, with higher teachers’ attitudes toward fixed LPs being associated with higher students’ attitudes toward fixed LPs. The study indicated that teaching language skills through effective lesson planning eliminated disruptive behavior and facilitated teaching and learning. It also found that how teachers dealt with fixed LPs influenced students' attitudes toward them. This research offers practical implications, suggesting that teachers should be conscious of fixed LPs, master fixed LPs, and consider their quality with care. They should also try to add creativity when the students get bored to provoke more engagement and, consequently, higher-quality learning.
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DOI: http://dx.doi.org/10.30998/rdje.v11i1.25556
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