Effect of Model-based Teaching on Postgraduate Students' Expected and Actual Academic Performance and their Evaluations of Lesson Lecturer

Document Type : Research Paper

Author

Department of Educational Psychology, Faculty of Psychology and Education, Allameh Tabataba'i University, Tehran, Iran

https://doi.org/10.34785/J012.2020.329

Abstract

Aim: This research was done with the aim of examining the effect of model-based teaching on postgraduate students' expected and actual academic performance and their evaluations of lesson lecturer.
Method: This is a semi-experimental research with pretest-posttest design and control group. The research population was all postgraduate students of faculty of Psychology and Education at Allameh Tabataba'i University, in 2018-19 first semester. Among the statistical population, at first four classes were randomly selected. Then, 40 eligible subjects who had lowest score in their actual academic performance were selected using purposive sampling method and randomly assigned into two groups (20 experimental and 20 control groups). Both experimental and control groups answered to actual performance questions and completed expected performance and evaluation of lesson lecturer checklists in pretest and posttest stages. The experimental group was taught based on 2D Model of Effective College Teaching (Lowman, 1995) for 12 sessions, 90 minutes each session. Whereas, the control group was taught by traditional teaching (without any explicit teaching model). The collected data were analyzed using covariance analysis in SPSS-20 version. The significant level for all testing was considered. /05.
Findings: The findings showed that the model-based teaching increased the actual performance score (F= 11/.3, P

Keywords

References

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