تعداد نشریات | 31 |
تعداد شمارهها | 325 |
تعداد مقالات | 3,160 |
تعداد مشاهده مقاله | 3,904,030 |
تعداد دریافت فایل اصل مقاله | 4,736,771 |
رابطه سبکهای تدریس اعضای هیات علمی با اشتیاق تحصیلی و عملکرد تحصیلی دانشجویان | ||
تدریس پژوهی | ||
مقاله 8، دوره 11، شماره 3 - شماره پیاپی 32، مهر 1402، صفحه 175-150 اصل مقاله (857.59 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.22034/trj.2023.62905 | ||
نویسندگان | ||
اصغر زمانی* 1؛ مهتاب پورآتشی1؛ مصطفی باقریان فر2 | ||
1دانشیار موسسه پژوهش و برنامه ریزی آموزش عالی | ||
2دکتری برنامهریزی درسی در آموزش عالی، مدرس مدعو دانشگاه فرهنگیان | ||
چکیده | ||
پژوهش حاضر با هدف بررسی و تعیین رابطه سبکهای تدریس اعضای هیات علمی با اشتیاق تحصیلی و عملکرد تحصیلی دانشجویان انجام گرفته است. روش پژوهش حاضر از نوع توصیفی - همبستگی بوده است. جامعه آماری آن دانشجویان دختر و پسر دانشگاههای شهر تهران بودند که بر اساس جامعه نامحدود و به روش نمونهگیری تصادفی (در دسترس) انتخاب شدند. اطلاعات به شیوه میدانی با استفاده از ابزار پرسشنامه جمعآوریشده است. ابزار اصلی گردآوری دادهها، پرسشنامه سبک تدریس گراشا و ریچمان (1996) و پرسشنامه اشتیاق تحصیلی فردریکز، بلومنفیلد و پاریس (2004) بود. این پرسشنامه ها به صورت طیف پنج درجه ای لیکرت طراحی شده است. پرسشنامه سبک تدریس متشکل از پنج مؤلفه شامل سبک تخصصی، سبک اقتدار رسمی، سبک تعاملی، سبک شخصی و سبک تسهیل گری است. همچنین برای سنجش عملکرد تحصیلی دانشجویان نیز از معدل ترم دوم آنها در سال تحصیلی 401- 1400 استفاده شد. جهت تعیین روایی ابزارها از روایی صوری و محتوایی و پایایی آنها از روش آلفای کرونباخ استفاده شد. داده های بدست آمده با استفاده از آمار توصیفی و آمار استنباطی و با کمک نرمافزار Spss ویرایش 24 تجزیه و تحلیل شدند. نتایج حاصل از تحلیل یافتهها نشان داد که بین سبکهای تدریس اعضای هیات علمی و اشتیاق تحصیلی دانشجویان رابطه مثبت و معنادار وجود دارد. همچنین بین سبکهای تدریس اعضای هیات علمی و عملکرد تحصیلی دانشجویان رابطه مثبت و معناداری وجود دارد. بنابراین، پیشنهاد میشود اعضای هیات علمی با تسط بر سبک های تدریس نوین که بر اشتیاق و عملکرد تحصیلی دانشجویان تاثیرگذار هستند، از تمرکز بر سبک مرسوم سخنرانی فاصله گرفته و با مشارکت گرفتن از دانشجویان، میزان یادگیری اثربخش را افزایش دهند. | ||
کلیدواژهها | ||
آموزش عالی؛ اشتیاق تحصیلی؛ دانشجویان؛ سبک تدریس؛ عملکرد تحصیلی؛ اعضای هیات علمی | ||
مراجع | ||
Abbasi, M., Pirani, Z., Razmjooi, L., & Bonyadi, F. (2015). The role of procrastination and motivational self-regulation in predicting students' behavioral enthusiasm. Bimonthly Scientific-Research Journal of Education Strategies in Medical Sciences, 8(5), 295-300. Al Mamun, M. A., Lawrie, G., & Wright, T. (2016). Student Behavioral Engagement in Self-Paced Online Learning. In 33rd International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education (pp. 381-386). ASCILITE (Australasian Society for Computers in Learning in Tertiary Education). Antoniou, F., & Kalinogloua, F. (2013). Teaching style: Is it measurable and changeable?. Procedia-Social and Behavioral Sciences, 93, 1618-1623. Apaydin, B. B., & Cenberci, S. (2018). Correlation between Thinking Styles and Teaching Styles of Prospective Mathematics Teachers. World Journal of Education, 8(4), 36-46. Arianpoor, A., & Khayoon, H. M. (2021). The effect of teaching style and academic enthusiasm of accounting and auditing students on stress, aggression, and anxiety. Journal of Facilities Management. Azam Rajabian, A., & Asghari Ebrahim Abad, M J. (2019). Correlation between Hardiness and Extroversion with Academic Performance. Educational and Scholastic Studies, 8(2): 253-269. Bahak Udin By Arifin, M., Rais, P., & Nurdyansyah, N. (2017). An Evaluation of Graduate Competency in Elementary School. Bani Jamali, M., Hamidifar, F., & Shirzad Kobria, B. (2022). The Relationship between the Managerial Styles and the Teaching Methods of the Teachers with Academic Performance of the Students in Seventh Grade (Case study: Non-governmental high schools for boys, District 1 of Tehran Education). Scientific Quarterly of Educational Management Innovations, 18, 1(69): 110-122. Bennett, N., Jordan, B., Long, G., & Wade, B. (1976). Teaching styles and pupil progress. London: Open Book Publishing Limited. Bolkan, S., Goodboy, A.K., & Kelsey, D.M. (2016). Instructor clarity and student motivation: Academic performance as a product of students’ ability and motivation to process instructional material. Communication Education, 65(2), 129-148. Borich, G.D., & Tombari, M. L. (1330). Educational Psychology. Harper Collins College Publishers. Brian M., Galla, Jeffrey J., Wood, Eli T., Kim Har, Angela, W., & David A. (2019). A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance. Journal of School Psychology, 52(3), 295-308. Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97-140. Dougherty, B. K. (2003). Teaching African Conflicts. Active learning in higher education, 4(3), 271-283. Eklund, R. C., & Tenenbaum, G. (2014). Encyclopedia of sport and exercise psychology. Sage Publications, Inc. Fredericks J. A., Blumenfeld P. C., & Paris A. H. (2017). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1): 59-109. Ganyaupfu, E.M. (2013). Factors influencing academic achievement in quantitative courses among business students of private higher education institutions. Journal of Education and Practice, 4(15), 57-65. Gholami, T. (2018). Examining and explaining different types of teaching style. Journal of New Advances in Psychology, Educational Sciences and Education, 2(21), 50-63. Grasha, A. F. (1996). Teaching with style: A practical guide to enhance learning by understanding learning and teaching style. College Teaching, 48, 1-12. Hamedinasab, S., Pakmehr, H., & Asgari, A. (2022). The Relationship between the Use of Social Networks and Teachers' Preferred Teaching Styles with the Mediating Role of Their Learning Styles, Journal of New Media Studies, 8(30), 107-126. Hashemi, S.A. (2015). Relationship of Using the Basic Skills of Teaching and Improvment of the Students’ Academic Performance; Lamerd Nursing Faculty. Bimonthly of Education Strategies in Medical Sciences; 8(1):43-49. Hein, V., Ries, F., Pires, F., Caune, A., Emeljanovas, A., Heszterane, E., & Valantiniene, I. (2012). The relationship between teaching styles and motivation to teach among physical education teachers. Journal of Sports and Medicine, 11, 123-130. Henson, K. T., & Borthwick, P. (1984). Matching styles: A historical look. Theory into practice, 23(1), 3-9. Hidalgo-Cabrillana, A., & Lopez-Mayan, C. (2018). Teaching styles and achievement: Student and teacher perspectives. Economics of Education Review, 67, 184-206. Ilçin, N., Tomruk, M., Yes_ilyaprak, S.S., Karadibak, D., & Savcı, S. (2018). The relationship between learning styles and academic performance in TURKISH physiotherapy students. BMC Medical Education, 18(1), 1-8. Kang’ahi, M., Indoshi, F.C., Okwach, T.O., & Osido, J. (2012). Teaching styles and learners’ achievement in Kiswahili language in secondary schools. International Journal of Academic Research in Progressive Education and Development, 1(3), 62-87. Ko, K., Atwater, D., & Gwin, C. (2011). When academic performance alone is no longer enough. Business Education Digest, (18). Lee, J., & Shute, V. J. (2010). Personal and social-contextual factors in K–12 academic performance: An integrative perspective on student learning. Educational psychologist, 45(3), 185-202. Martin, A. J., & Liem, G. A. D. (2010). Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20(3), 265-270. McCoy, M. R. (2000). Blackboards and badges: Teaching style in law enforcement education and training in Oklahoma (Doctoral dissertation, Oklahoma State University). McCoy, M. R. (2006). Teaching style and the application of adult learning principles by police instructors. Policing: An International Journal of Police Strategies & Management. Mesrabadi, J. (2015). The Role of Teachers' Teaching Styles on Indiscipline Rate among Students: Person-Oriented Analysis. Journal of New Approaches in Educational Administration, 6 (2): 189- 205. Mohammadi, M., Jafar Turkzadeh, J., & Shafiei, L. (2015). The relationship between teachers' teaching style and the development of students' higher level thinking skills. Quarterly Journal of Education Study, 2(2): 167- 189. Ng, H. T. H., Zhang, C. Q., Phipps, D., Zhang, R., & Hamilton, K. (2022). Effects of anxiety and sleep on academic engagement among university students. Australian Psychologist, 57(1), 57-64. Nishimura, T., Shigeo, K., & Shigeo, M. (2015). Autonomous motivation and meta-cognitive strategies as predictors of academic performance. Japanese Journal of Educational Psychology, 59 (1), 77-87. On Stein, A.C., & Miller, H. C. (1980). Looking into teaching: an introduction to American education. Boston: Houghton. Opdenakker, M. C., & Van Damme, J. (3556), Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 33 1–31. Prashing, B. (2002). The power of diversity, New ways of Learning and Teaching through Learning Styles. published by bateman, vewzaland. Rasoli Khorshifi, F., Arab Ameri, M., & Bahrami, M. (2019). Validity and Reliability of Student Engagement in School Scale. Journal of Educational Psychology Studies, 34 (2), 77 – 92. Ruiz-Alfonso, Z., Santana-Vega, L. E., & Vallerand, R. J. (2022). Communicative teaching style as predictor of students’ passion and dedication. Revista de Psicodidáctica (English ed.). Salvara, M, & Angela, A. (2006). Bognarg. Aproliminary study to in sorstijate the in fluence of differen. Teaching style on pupil's goal orientation in physical education europoon physical education. Europoan Physical Education Review. Santana-Monagas, E., Putwain, D. W., Nْ˜nez, J. L., Loro, J. F., & Leَn, J. (2022). Do teachers’ engaging messages predict motivation to learn and performance? Revista de Psicodidctica, 27(1), 86–95. https://doi.org/10.1016/j.psicoe.2021.11.001 Sayadi, Y., & Soleimani, H. (2022). Investigating the Relationship Between Academic SelfEfficacy and Academic Enthusiasm with Regard to The Mediating Role of Self-Regulation Among English Language Students. Journal of Research in Teaching, 10(1): 81 – 106. (In Persian). Schellenberg, B. J., & Bailis, D. S. (2015). Predicting longitudinal trajectories of academic passion in first-year university students. Learning and Individual Differences, 40, 149-155. Sedláček, M., & Šeďova, K. (2020). Are student engagement and peer relationships connected to student participation in classroom talk?. Learning, Culture and Social Interaction, 26, 100411. Serrano, C., Murgui, S., & Andreu, Y. (2022). Improving the prediction and understanding of academic success: The role of personality facets and academic engagement. Revista de Psicodidáctica (English ed.), 27(1), 21-28. Shaidullina, R. M., Amirov, A. F., Muhametshin, V. S., & Tyncherov, K. T. (2017). Designing Economic Socialization System in the Educational Process of Technological University. European journal of contemporary education, 6(1), 149-158. Sigmundsson, H., Haga, M., & Hermundsdottir, F. (2020). The passion scale: Aspects of reliability and validity of a new 8-item scale assessing passion. New Ideas in Psychology, 56, 100745. https://doi.org/10.1016/j.newideapsych.2019.06.001 Stendler, B. (2001). Teaching & learning stulein the clinical seting. Med (3551), 22, 222- 226. Thomas, G. J. (2019). Effective teaching and learning strategies in outdoor education: findings from two residential programmes based in Australia. Journal of Adventure Education and Outdoor Learning, 19(3), 242-255. Upadyaya, K., & Salmela-Aro, K. (2013). Development of studies engagement in association with academic success and well-being in varying social contexts: a review of empirical research. European Psychologist, 18 (2), 136–147. Vallerand, R. J. (2015). The psychology of passion: A dualistic model. Journal of Chemical Information and Modeling. http://doi.org/10.1017/CBO9781107415324.004 Vallerand, R. J., Donahue, E., & Lafreniere, M. (2011). Passion in sport. In P. Morris, & T. Terry (Eds.), The new sport and exercise psychology companion (pp. 583–607). Fitness Information Technology. Veiga, F. H. (2016). Assessing student Engagement in School: Development and validation of a four-dimensional scale. Journal of Procedia-Social and Behavioral Sciences, 217(2), 813-819. Wang, M. T., & Degol, J. (2014). Staying engaged: knowledge and research needs in student engagement. Child Development Perspectives, 8, 137- 143. http:// dx.doi.org/10.1111/cdep.12073. Wonglorsaichon, B., Wongwanich, S., & Wiratchai, N. (2014). The influence of student's school engagement on learning achievement: A structural equation modeling analysis. Journal of Procedia-Social and Behavioral Sciences, 116(2), 1748-1755. Zahirinia, M., & Behroozian, B. (2012). Comparison of the factors influencing the entry of women and men into the university. Women and society quarterly, 3(4), 69- 90. | ||
آمار تعداد مشاهده مقاله: 682 تعداد دریافت فایل اصل مقاله: 351 |