Volume 7, Issue 3 (6-2024)
Iranian Journal of Educational Sociology 2024, 7(3): 97-104 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Asadzadeh H. (2024). The Role of Teaching Models in Academic Performance and Responsibility Among Students. Iranian Journal of Educational Sociology. 7(3), 97-104. doi:10.61838/kman.ijes.7.3.12
URL: http://iase-idje.ir/article-1-1124-en.html
URL: http://iase-idje.ir/article-1-1124-en.html
Professor, Department of Educational Psychology, Allameh Tabataba'i University, Tehran, Iran.
Abstract: (2173 Views)
Purpose: This study aimed to determine the role of teaching models in academic performance and responsibility among students.
Methodology: The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population consisted of all master's students in the Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University in the academic year 2018-2019. The research sample included all students present in two classes selected by convenience sampling. One class was designated as the experimental group and the other as the control group. The experimental group received 12 educational sessions, each lasting 90 minutes, based on the Effective University Teaching Model (Lumen, 1995). The control group was taught using traditional methods without an explicit educational model. The Student Responsibility Questionnaire (Soroush, 2012) was used to measure students' responsibility levels. The students' final exam scores were used as an index of academic performance. The collected data were analyzed using descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (covariance analysis test).
Findings: The mean post-test scores for academic performance and responsibility (individual and social) significantly increased compared to the pre-test in the experimental group. However, the mean post-test scores for academic performance and responsibility (individual and social) did not significantly increase compared to the pre-test in the control group. Additionally, the effect size for academic performance (Eta = 0.755), individual responsibility (Eta = 0.718), social responsibility (Eta = 0.710), and overall responsibility (Eta = 0.661) was noted.
Conclusion: The teaching model can have a positive and significant role in enhancing academic performance and individual and social responsibility among students.
Methodology: The research method was quasi-experimental with a pre-test-post-test design and a control group. The statistical population consisted of all master's students in the Faculty of Psychology and Educational Sciences at Allameh Tabataba'i University in the academic year 2018-2019. The research sample included all students present in two classes selected by convenience sampling. One class was designated as the experimental group and the other as the control group. The experimental group received 12 educational sessions, each lasting 90 minutes, based on the Effective University Teaching Model (Lumen, 1995). The control group was taught using traditional methods without an explicit educational model. The Student Responsibility Questionnaire (Soroush, 2012) was used to measure students' responsibility levels. The students' final exam scores were used as an index of academic performance. The collected data were analyzed using descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (covariance analysis test).
Findings: The mean post-test scores for academic performance and responsibility (individual and social) significantly increased compared to the pre-test in the experimental group. However, the mean post-test scores for academic performance and responsibility (individual and social) did not significantly increase compared to the pre-test in the control group. Additionally, the effect size for academic performance (Eta = 0.755), individual responsibility (Eta = 0.718), social responsibility (Eta = 0.710), and overall responsibility (Eta = 0.661) was noted.
Conclusion: The teaching model can have a positive and significant role in enhancing academic performance and individual and social responsibility among students.
Type of Study: Research Article |
Subject:
Special
Received: 2021/11/22 | Accepted: 2022/06/21 | Published: 2024/07/13
Received: 2021/11/22 | Accepted: 2022/06/21 | Published: 2024/07/13
References
1. Asadzadeh, H. (2019). Theories and Methods of Instruction. (5th Ed.). Tehran: Allameh Tabataba'i University. [in Persian]
2. Asadzadeh, H. (2020). The effect of model-based teaching on students' expected and objective performance and their evaluation of the lecturer, Journal of Research in Teaching, 8 (2)147-160. [in Persian]
3. Buckley, B.C., Gobert, J.D., Kindfield, A.C.H., Horwitz, P., Tinker, R.F., Gerlits, B., Wilensky, Dede, C. & Willet, J. (2004). Model-Based Teaching and LearningWith BioLogicaTM: What Do They Learn? How Do They Learn? How Do We Know? Journal of Science Education and Technology, 13, (1), 23-41. [DOI:10.1023/B:JOST.0000019636.06814.e3]
4. Edwards, A. (2017). "The Effectiveness of Model-Based Instruction on Student Achievement and Student Metacognition in Advanced Chemistry Classes", Doctor of Education in Secondary Education Dissertations. 11. http://digitalcommons.kennesaw.edu/seceddoc_etd/11.
5. Escartí, A., Gutiérrez, M., Pascual, C. & Marín, D. (2010). Application of Hellison's Teaching Personal and Social Responsibility Model in Physical Education to Improve Self-Efficacy for Adolescents at Risk of Dropping-out of School, The Spanish Journal of Psychology, 13 (2),667-676. [DOI:10.1017/S113874160000233X] [PMID]
6. Fathi Azar, E., Byrami, M., Vahedi, Sh., & Abdoullahi Adli Ansar, V. (2015). Comparison of the effect of teaching with analogy model (TWA) and participatory learning in interaction with preferential learning styles on learning outcomes and attitudes toward science, Quarterly Journal of New Psychological Research, 9 (33), 144-169. [in Persian]
7. Gage, N.L. (2009). A Conception of Teaching, NY: Springer. DOI: 10.1007/978-0-387-09446-5. [DOI:10.1007/978-0-387-09446-5]
8. Ganji., M., Zahed-Babelan., A., & MoeiniKia, M. (2013). Meta-analysis of studies carried out regarding the role of teaching models in students' academic achievement, Journal of school psychology, 1 (1), 93-107. [in Persian]
9. Hattie, J.A.C. (2003, October). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia: Retrieved from http://research.acer.edu.au/research_conference_2003/4/
10. Joyce-McCoach, J. & Smith, K. (2016). A teaching model for health professionals learning reflective practice, 2nd International Conference on Higher Education Advances, Procedia-Social and Behavioral Sciences, 228 (2016) 265-271. [DOI:10.1016/j.sbspro.2016.07.039]
11. Khajeh Noori, B., Mosavat, S.E. & Riahi, Z. (2015). Relationship between life style and individual and social responsibility (Case study: Shiraz high school Adolescents, Cultural Sociology, 5 (4), 45-64. [in Persian]
12. Khosrojerdi, Z. (2021). Presenting explanatory mastery goal model based on adolescences character strengths: Designing the educational package of character strengths and studying its effect on mastery goal, Unpublished PhD thesis, Thehran: Shahid Beheshti University. [in Persian]
13. Li, W., Wright, P. M., Rukavina, P. B., & Pickering, M. (2008). Measuring students' perceptions of personal and social responsibility and the relationship to intrinsic motivation in urban physical education. Journal of Teaching in Physical Education, 27 (2), 167-178.
https://doi.org/10.1123/jtpe.27.2.167 [DOI:10.1123/jtpe.27.2.167.]
14. Lowman, J. (1995) Mastering the techniques of teaching (2nd Ed.). San Francisco, CA: Jossey-Bass.
15. Manzano-Sánchez, D., Conte-Marín, L.D., Gómez-López, M. & Valero-Valenzuela, A. (2020). Applying the Personal and Social Responsibility Model as a School-Wide Project in All Participants: Teachers' Views, International Journal of Environmental Research and Public Health, 16, 4259; doi:10.3390/ijerph16214259. [DOI:10.3390/ijerph16214259] [PMID] []
16. Mergler, A., Spencer, F. & Patton, W. (2007) Relationships between Personal Responsibility, Emotional Intelligence, and Self Esteem in Adolescents and Young Adults. Australian Educational and Developmental Psychologist, 24(1), pp. 5-18. [DOI:10.1017/S0816512200029060]
17. Mohammadi, H., & Shykholeslami, R. (2014). The role of cultural values in predicting altruism through mediation of responsibility in Shiraz University students, Culture in The Islamic University, 3 (4), 585-602. [in Persian]
18. Moosivand, M., & Bagian Koulemarzi, M.J. (2021). The Role of Perception of Gender Inequality, Selfdiscipline and Social Responsibility in Predicting the Academic Achievement of Female Students in Tehran Universities, Social Psychology Research, 39, 141-162. [in Persian]
19. Morse, U.N., Milleric, K., Tindle, K.J., Cremeans, L. & Jones, S.J. (2017). Lowman's 2D Model of Effective College Teaching: Justifying the Need for Faculty Diversity, American Society for Engineering Education. Paper ID#18498.
20. Soroush, M. (2013). Feeling of individual and social responsibility (Case study: Shiraz Adolescents), Applied Sociology, 23 (46), 193-211. [in Persian]
21. VanLoo, B.J. (2017). The Effect of Model-based Inquiry Teaching on Students' Engagement, and the NGSS Science Practices in High School Biology, Unpublished MA Dissertation. Montana State University, Bozeman, Montana.
22. Wilson, K.J., Long, T.M., Momsen, J.L., & Speth, E.B. (2020). Modeling in the Classroom: Making Relationships and Systems Visible, CBE-Life Sciences Education, 19, 1-5. [DOI:10.1187/cbe.19-11-0255] [PMID] []
23. Xu. J. (2020). The Construction of College English Teaching Model Based on PAD Class, English Language Teaching; 13 (2), 28-31. [DOI:10.5539/elt.v13n2p28]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
.jpg)
