Psychology
ataolah mahmodi; Yahiya Yarahmadi; omid moradi
Abstract
Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered teaching models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and cooperative learning on the academic engagement ...
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Considering the change in teaching methods from teacher-centered to student-centered, and the existence of a gap in student-centered teaching models, this research was conducted with the aim of comparing the effectiveness of the reverse learning model and cooperative learning on the academic engagement of secondary school students. The present research method was semi-experimental in terms of practical nature and in terms of the intervention method. The research population was 60 secondary school students of Bukan city, who were selected in two intervention groups and one control group. The research tools included reverse learning package (Mahmodi et al., 2023), GI cooperative learning package (Kazemi et al., 2022) and Rio academic engagement questionnaire (2013) were used, and multivariate covariance analysis was used to analyze the effectiveness. Based on the results of the educational intervention, the pattern of reverse learning and collaborative learning has a positive and significant effect on students' academic engagement (sig<0.05). Also, the findings showed that there is a significant difference between the effectiveness of the reverse learning educational program and cooperative learning-based education on students' academic engagement only in the cognitive engagement component (sig<0.05). Therefore, it can be concluded that the originality of the teaching method based on reverse learning can be one of the reasons for the effectiveness of reverse teaching compared to cooperative education, especially in the component of cognitive engagement.
Mohammad Reza Ehteshami; Zeinab Golzari; Leila Fathi Vernosfadrani
Abstract
Purpose: The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.
Methodology: This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies ...
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Purpose: The present study was conducted to design a model of professional development courses for faculty members of Farhangian University with a reverse learning approach.
Methodology: This study was meta-combined in terms of applied purpose and method used. The prototype consists of 3152 studies obtained from scientific databases from 2000 to 2020. After screening in terms of title, abstract, content, research methodology, 60 studies were selected and analyzed. The hyper-combination results led to the identification of 9 main components and 58 sub-components. In the next stage, in order to enrich the research data, an interview was conducted with experts (faculty members of Farhangian University and familiar with professional development courses) in which 12 main components and 50 sub-components were identified. At this stage, data analysis was performed by theme analysis method. Then, the data of both phases were combined with each other, which finally obtained 15 main components and 55 sub-components. In the next step, a questionnaire was extracted from the identified components and provided to the experts to rank the components.
Findings: The components of institutional factors, support and support, pedagogy, evaluation and quality assurance, learning templates were the most important for experts in courses of professional development with reverse learning approach.
Conclusion: Finally, the lavage coefficient was used to validate the components and finally 10 main components and 38 sub-components were approved
