Journal of Educational Sciences

A comparative evaluation of the quality of personnel training cycle at Shiraz University and Shiraz University of medical Scinces

P Saketi; L Dehghani

Volume 18, Issue 1 , September 2011, , Pages 167-186

Abstract

The main purpose of this study was a comparative evaluation of the quality of personnel training cycle at shiraz university (SU) and shiraz university of medical sciences (SUMS).To conduct the study a questionnaire containing four sub-scales (policy making, curriculum planning, program management, and ... Read More

The Simple and Multiple Relationships of Constructivism in Classroom and Curriculum Implementation (Teaching and Assessment Approaches) with Students’ Learning Approaches at Shiraz University

A. Parsa; P. Saketti

Volume 12, Issue 4 , February 2005, , Pages 147-184

https://doi.org/10.22055/edus.2006.16002

Abstract

The aim of this study was to investigate the relationship of constructivism in classroom and curriculum implementation (teaching and assessment approaches) in higher education with students’ learning approaches. 670 ranomly selected students at Shiraz University completed five Questionnaires (SPQ, ... Read More The aim of this study was to investigate the relationship of constructivism in classroom and curriculum implementation (teaching and assessment approaches) in higher education with students’ learning approaches. 670 ranomly selected students at Shiraz University completed five Questionnaires (SPQ, CSEQ, CLES, and teaching and assessment approaches questionnaires). By analyzing the data the following results were obtained. Many students believed that they use a deep approach to learning, while their teachers used teaching-oriented approach and reproductive approach of assessment. There was a significant correlation between learning-oriented approach of teaching and constructivism in classroom. Also learning-oriented approach of teaching had positive and significant correlation with organization and application approaches of assessment. Teaching-oriented approach had positive and significant relationship with surface and deep approaches of learning, but learning-oriented approach of teaching only had significant relationship with achievement approach of learning. Emphasis on academic and cognitive qualities by colleges had positive and significant relationship with organization and application approaches of assessment. Emphasis on professional and actual qualities by colleges had negative but significant relationship with reproductive approach of assessment, and positive and significant relationship with organization and application approaches of assessment. The results of research indicated that curriculum implementation (teaching and assessment approaches) predicts student’s learning approaches. Also, constructivism in classroom directly predicts deep learning approach. We did not find any significant relationship between learning approaches and college emphasis on academic, cognitive and professional qualities. Moreover the results indicated that constructivism in classroom had positive and significant relationship with deep and achievement learning approaches.

Journal of Educational Sciences

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Author = Saketi, P

A comparative evaluation of the quality of personnel training cycle at Shiraz University and Shiraz University of medical Scinces

Abstract

The Simple and Multiple Relationships of Constructivism in Classroom and Curriculum Implementation (Teaching and Assessment Approaches) with Students’ Learning Approaches at Shiraz University

Abstract