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Allameh Tabataba'i University
Abstract:   (212 Views)
Aim: The aim of this research was to determine the role of the Lecturer’s teaching model in students' academic performance and responsibility.
Method: This is a semi-experimental research with pretest-posttest design and control group. The statistical population consisted of all postgraduate students of the Faculty of Psychology and Education of Allameh Tabataba'i University in the academic year 2018-19. The research sample included all students in the two classroom who were selected by convenience sampling. Due to the quasi-experimental nature of the study, one class was assigned as the experimental group and the other class as the control group. The experimental group was taught for 12 90- minute sessions based on the Model of Effective College Teaching (Lowman, 1995). The control group was also taught in a traditional way without an explicit teaching model. The Responsibility Questionnaire (Soroush, 2012) was used to assess students’ level of responsibility. Students’ final exam score was also used and cited as an indicator of academic performance. The collected data were analyzed in the form of descriptive statistics (minimum, maximum, mean, and standard deviation) and inferential statistics (analysis of covariance).
Findings: The results showed that the mean scores of post-test of academic performance and responsibility (individual and social) compared to the pre-test in the experimental group increased significantly; however, the mean scores of post-test of academic performance and responsibility (individual and social) did not increase significantly compared to the pre-test in the control group. Also, the effect size was academic performance (Eta= 0.755), individual responsibility (Eta= 0.718), social responsibility (Eta, 0.710) and accountability (Eta= 0.661).
Conclusion: As a result, the Lecturer’s teaching model can play a positive and significant role in promoting students’ academic performance and individual and social responsibility.
     
Type of Study: Research Article | Subject: Special
Received: 2021/11/22 | Accepted: 2022/06/21 | Published: 2022/06/21

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