Identification the Indices of Desirable Teaching and Learning methods regarding the Humanity Courses for Universities and the Extent of attention them

Document Type : Research Paper

Authors

1 Ph.D Candidate of Curriculum Studies in higher education, University of Isfahan, Faculty of Education and Psychology.

2 Professor, Department of Education, University of Isfahan, Faculty of Education and Psychology, Isfahan, Iran.

3 Professor, Department of educational management and human resource development, Ferdowsi University of Mashhad, Faculty of Education and Psychology, Mashhad, Iran.

https://doi.org/10.34785/J012.2020.903

Abstract

The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention.
The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention.
The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention.
The present study is aimed towards identification the indices of desirable teaching and learning methods in regard with the Humanity Courses for universities and the extent to which these indices are attention. In the present study, exploratory mixed-methods research was used. In the quantitative section, a case study method and in the quantitative section, a descriptive-survey method was employed. For the qualitative section, we underwent quasi-structured interviews with 20 distinguished and qualified experts and faculty members of universities having their expertise in Teaching and Learning methods. Also, 360 of the students of universities comprised the quantitative statistical population. This number of participants was selected using multistage cluster sampling method. The research data were collected in a quantitative part through a researcher-made questionnaire extracted from the qualitative section. To examine the reliability of interview questions and questionnaires, we recruited formal and content reliability. And, we used Cronbach's alpha coefficients to evaluate the validity of our questionnaires. We also employed the Structural and interpretative methods in the qualitative section and descriptive and inferential statistics in the quantitative section to wage on analyzing the data. The results indicated that the interviewees outlined fourteen indices as the salient indices of Teaching and Learning methods and it can be argued that the recognized indices can be recruited to evaluation and revise the Teaching and Learning methods of courses in different majors of the humanities. The quantitative findings also indicated that the range and degree of attention and corresponding to the indices of teaching and learning methods seem to be less than desirable. Therefore, it necessarily requires far more significant attention.

Keywords

References

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