نقش میانجی یادگیری مشارکتی در رابطه شایستگی تدریس و صلاحیت حرفه‌ای اعضای هیأت علمی با دستاورد‌ تحصیلی دانشجویان

نوع مقاله: علمی- پژوهشی

نویسندگان

1 دانشگاه سمنان

2 دانشگاه سمنان / استاد دانشگاه و مدیر دانشکده کویرشناسی

چکیده

هدف پژوهش حاضر بررسی نقش میانجی یادگیری مشارکتی در رابطه شایستگی تدریس و صلاحیت حرفه‌ای اعضای هیأت علمی با دستاورد‌ تحصیلی دانشجویان دانشگاه سمنان می‌باشد. پژوهش حاضر با توجه به هدف، کاربردی و با توجه به نحوه گردآوری داده‌ها از نوع تحقیقات توصیفی ـ همبستگی محسوب می‌شود. جامعه آماری پژوهش شامل تمام دانشجویان کارشناسی و کارشناسی ارشد دانشگاه سمنان (16000 نفر) بودند که با استفاده از روش نمونه‌گیری خوشه‌ای 260 نفر به‌عنوان نمونه پژوهش (179 نفر کارشناسی و 81 نفر کارشناسی ارشد) انتخاب شدند. همه آن‌ها مقیاس‌های شایستگی تدریس اعضای هیأت علمی، صلاحیت حرفه‌ای اعضای هیأت علمی، یادگیری مشارکتی و دستاورد تحصیلی دانشجویان را تکمیل کردند. پس از محاسبه روایی و پایایی ابزارها، داده‌ها با استفاده از روش‌های آماری همبستگی و تحلیل مسیر تحلیل شدند. یافته‌ها نشان داد که: بین شایستگی تدریس اعضای هیأت علمی، صلاحیت حرفه‌ای اعضای هیأت علمی، یادگیری مشارکتی و دستاورد تحصیلی دانشجویان رابطه مثبت و معنادار وجود دارد. شایستگی تدریس اعضای هیأت علمی بر دستاورد تحصیلی دانشجویان با میانجی‌گری یادگیری مشارکتی اثر غیرمستقیم و معناداری دارد؛ اما این اثر به‌صورت مستقیم معنادار نیست. صلاحیت حرفه‌ای اعضای هیأت علمی بر دستاورد تحصیلی دانشجویان اثر مستقیم و معناداری دارد؛ اما با میانجی‌گری یادگیری مشارکتی اثر غیرمستقیم و معناداری بر دستاورد تحصیلی دانشجویان ایفا نمی‌کند.

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

The Mediating Role of Cooperative Learning in Relation with Teaching Qualification and Professional Competence of Faculty Members with Students’ Academic Achievement

نویسندگان [English]

  • maryam nabavi 1
  • aliakbar aminbeidokhti 2
  • sakineh jafari 1
1 semnan
2 semanan
چکیده [English]

Future developments of the country in terms of economic, social, cultural and political fields depend on students’ competencies and the programs offered by higher education and extending and improving the learning and teaching are the most important priorities of higher education. In this regard, one of the most important elements of higher education and universities is faculty members who play a decisive and undeniable role in achieving the goals and missions of higher education in quantitative and qualitative terms, so, examining their qualifications and competencies in different dimensions especially in the field of teaching and the impact they can have on improving the quality of learners’ learning and their achievements of education is very necessary. Accordingly, the aim of the present study is to examine the mediating role of cooperative learning in relation with teaching qualification and professional competence of faculty members with the students’ academic achievement at Semnan University.
 
Method
present study is regard, purpose is practical and is regard method of data collection, it is considered as descriptive-correlational. The statistical population of the study consisted of all B.A and M.A students (16,000 people) of Semnan University in the academic year 1394-95 of which 260 people were selected as the sample of the study using cluster sampling method (179 B.A students and 81 M.A students). All of them completed faculty members’ teaching qualification (Robert et al, 2009), faculty members’ professional competence (Robert et al, 2009), cooperative learning (Moghimi & Ramezani, 2013) and students’ academic achievement (Pace & Kuh, 2000) scales. The data were analyzed by using statistical correlation techniques and path analysis after the validity and reliability of the scales were assessed. Based on the purpose of the study, the following hypothesis was considered and followed up. Teaching qualification and professional competence of faculty members with the mediation of cooperative learning have an indirect and significant effect on students’ academic achievement.
 
Results
The findings showed that there is a significant positive relationship between teaching qualification, professional competence of faculty members, cooperative learning and students’ academic achievement. Teaching qualification of faculty members has an indirect and significant effect on students’ academic achievement with the mediation of cooperative learning, but the direct effect is not significant. Professional competence of faculty members has a direct and significant effect on students’ academic achievement but it does not have an indirect and significant impact on students’ academic achievement with the mediation of cooperative learning. Teaching qualification and professional competence of faculty members and cooperative learning explain 18% of variance of students’ academic achievement.
 
Discussion
The results of this study indicated the importance of paying attention to the teaching qualification and professional competence of faculty members and cooperative learning in increasing the students’ academic achievement. The use of question generation techniques in implementation of teaching, assessment of students’ knowledge, insight and skills in accordance with teaching objectives; challenging students in relation to teaching activities; using appropriate evaluation methods and providing proper learning opportunities by faculty members can improve students’ professional achievements. Also, fostering students’ mental achievement by faculty members through supporting students in solving problems associated with the lesson, challenging students’ ideas on educational activities; using different resources to improve educational activity, and students support in order to find suitable educational resources can also be another reason for the findings of this study.

کلیدواژه‌ها [English]

  • Teaching qualification
  • professional competence
  • cooperative learning
  • and academic achievement

Al-Hattami, A. A, Muammar, O. M., & Elmahdi, L. A. (2013).  The need for professional training programs to improve faculty members teaching skills. European Journal of Research on Education, 1(2), 39-45.

Ali, N., Jusoff, K., Ali, S., Mokhtar, N., & Salamat, A. (2009). The factors influencing students' performance at University Technology MARA Kedah, Malaysia. Management Science and Engineering, 3(4), 81-90.

Al-Sharif, E. M. (2010).Evaluation of student / teacher teaching competencies in the curricula and teaching methods of motor expression in the light of quality academic standards. World Journal of Sport Sciences, 3, 331-358.

Astin, A. W. (1999). Student involvement: a developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.

Avendano J. (2003). Student involvement: assessing student satisfaction, gains, and quality of effort. [Dissertation]. Illinois: University of Illinois State, School of education.

ecar, P. (2013). Pedagogical Roles and Competencies of University Teachers practicing in the E learning Environment. The International Review of Research in Open and Distributed Learning, 14(3), 462-487.

Chaves, C. (2006). Involvement, development and retention: Theoretical foundations for potential extensions for Adult community college students. Community College Review, 34(2), 139-152.

Chen, J. (2007). How the academic support of parents, teachers and peers contribute to a student’s achievement (The Case of Hong Kong). New York: The Edwin Mellen Press.

Conard, M. A. (2006). Aptitude is not enough: How personality and behavior predict Academic performance. Journal of Research in Personality, 40(3), 339-346.

Draganidis, F., & Mentzas G. (2006). Competency based management: a review of systems and approaches. Information Management Computer Security, 14(1), 51–64.

European Commission (2012). Supporting the Teaching Professions for Better Learning Outcomes. Strasbourg, 20.11.2012. SWD (2012) 374 final.

Hardy, L. S. (2005). Linear relationship between campus environment, involvement and educational outcomes at tribally controlled community college. [Dissertation], Memphis. Tennessee: University of Memphis, College of Education.

Hoseini M. Gh., & Nasr, A. R. (2012). Curriculum Focused Accreditation of the Higher Education in the Third Millennium. Journal higher educational letter, 5(17), 13-48. (Persian).

Hu, S., & Kuh, G. D. (2002). Being (Dis) engaged in educationally purposeful activities: the influences of student and institutional characteristics. Research in Higher Education, 43(5), 521-555.

Jafari. S., & Abdsharifi, F. (2014). To Present Structural Model of Faculty Members’ Teaching Competencies and College Students’ Academic Gains of Education and Psychology College of Shiraz University. Journal Learning and learning studies, 1(2/66), 47-66. (Persian).

Jahanian, R. (2010). Required Competencies of Educational Managers. Journal of Educational Administration Research Quartery, 1(3), 121-142. (Persian).

Johnson, R. T., & Johnson, D. W. (1986). Action research. Cooperative learning in the science classroom. Science and Children, 24, 31-32.

Keramati, M. R. (2003). Study of the Effect of Participatory Learning on the Development of Social Skills. Mashhad Holy: Publishing Aein Tarbit. (Persian).

Kezar, A., & Kinzie, J. (2006). Examining the ways institutions can create student engagement: the role of mission. Journal of College Student Development, 47(2), 149-172.

Koster, B., & Dengerink, J. J. (2008). Professional standards for teacher educators: how to deal with complexity, ownership and function. Experiences from the Netherlands. European Journal of Teacher Education,31(2), 135-149.

Little, B., Locke, W., Parker, J., & Richardson, J. (2007). Excellence in teaching and learning: a review of the literature for the higher education academy. Retrieved from. http://www.Heacademy.ac.uk/ Assets/Documents/Policy/Litreview_Excellence_in_tl_Eheri_jul07.pdf.

Mersha, Y., Bishaw, A., & Tegegne, F. (2013). Factors affecting female students’ academic achievement in Ethiopia: the case of Bahir Dar University. Journal of International Cooperation in Education, 15(3), 135 – 148.

Miller, E. V. (2008). Perceived relation of adult community college students between quality of effort and outcome gains: adult students at one community college. Doctoral dissertation, University of Missouri-Columbia, School of Education.

Moghimi, S.M.  & Ramezani, M. (2013). Management Research 4: Organizational Psychology. Second edition, Tehran: Publications of Industrial Management Organization. (Persian).

Mueller, R. O. (2011). Basic Principle of Structural Equation Modeling an Introduction to LISREL and EQS. Publications: Semnan University Press.

Pace, R., & Kuh, G. (2002). College student experiences questionnaire. India University; www.indiana.edu/~cseq/qualeff.html.

Pascarella, E. T. & Terenzini, P. T. (1991). How college affects students. San Francisco: Jossey- Bass.

Pittman, C. J. (2003). A study of the relationship between college student experiences and achievement. Doctoral dissertation.College of William and Mary in Virginia, Department of Educational Administration and Higher Education.Abstract Available at: http://Proquest.Umi.com. 16/9/2010.

Robbins, S. B., Lauver, K., Le, H., Davis, S., Langley, R., & Carlstrom, A. (2004). Do psychosocial and study skill factors predict college outcomes? A Meta-Analysis Psychological Bulletin, 130(2), 261-288.

Robert, G. Bing-you, M. D. Rorie L. E. E., Robert, L., Kalli, V., & Janet, P. (2009). Commentary: principle-based teaching competencies. Journal of Graduate Medical Education, 1(1), 101-103.

Saleem, M. A., & Qureshi, M. I. (2011). Credentials and examination of the factors affecting the students’ academic achievement in higher education (a case study of universities in public and private sector at d.i.khan). Gomal University Journal of Research, 27(2), 74- 80.

Salimi, GH, Keshavarzi, F., & Haidari, E.  (2015). Faculty Members’ Competencies for Achieving the Academic Mission: A Reflection from the Perceptions and Expectations of Doctoral Students. Journal of innovation and Entrepreneurship, 3(7), 85-103. (Persian).

Sarkar-Araee, M. R. (2009). Educational reform and modernization emphasizing the comparative study of education in Iran and Japanehran. Publishing, roznegar. (Persian).

Slavin, R. E., & Davis, N. (2006). Educational psychology: Theory and practice. (Persian).

Srinivas, H. (2010). Collaborative Learning. [Internet] [Cited 2010 Dec 3]; Available from: http:// www.gdrc.org/kmgmt/c-learn/index.html.

Stevens, W. D. (2008). If Small Is Not Enough…? The Characteristics of Successful Small High Schools in Chicago.Chicago: Consortium on Chicago School Research at the University of Chicago.

Ugbe, A. U., & Agim, J. I., (2010). Influence of Teachers’ Competence on Students Academic Performance in Senior Secondary School Chemistry. Global Journal of Educational Research, 8(1-2), 31-42.

Ugoani, J. N. N. (2012). An Analysis of the Relationship between Teachers’ Competencies and Effective Basic Education Management in Nigeria. Global Journal of Educational Research, 7(1), 1-18.

Williams, J. M. (2007). College student experiences questionnaire research program. 47th Annual Forum of the Association for Institutional Research. Kansas City, MO.

Yeh, H. (2004). College student experiences among Asian international graduates students at the University of Denver.Doctoral dissertation.

University of Denver, College of Education.

Zhao C. M., Kuh, G. D., & Carini R. M. (2005). A comparison of international student and American student Engagement in effective educational practices. The Journal of Higher Education, 76(2), 209-231.

Zhao C. M., Kuh, G. D., & Carini, R. M. (2013). A comparison of international student and American student Engagement in effective educational practices. The Journal of Higher Education, (76)2, 209-231.