Amir Masnavi; Seyed Abbas Razavi
Abstract
Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of ...
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Introduction. This Study to aim was conducted to investigation to prediction students perceived feedbach basedon the constractivist learning context in a correlation design. Method The purpose of this study was to investigate students' perceived feedback and its predictability based on components of constructivist learning environment. This study is an applied research in terms of the purpose and is a type of descriptive-correlational researches in terms of data collection method. The population of the current study consisted of all undergraduate and master of art students of Shahid Chamran Universtiy of Ahvaz. 166 students were selected using simple random sampling method. The participation completed: the Perceived Feedback Scale (Haghani et al) and Constructivist Learning Environment Scale (Tylor). Data were analyzed using multiple regression analysis, Pearson correlation coefficient and independent t-test. Result The results showed that there is a positive and significant relationship between students’ perceived feedback and constructivist learning environment, Also regression analysis revealed that constructivist learning environment components (such as: relation to life, uncertainty, critical statement, shared control, student negotiation are predictions significant students’ perceived feedback and (%59 variance). In additions there aren’t difference between male and female students and in the rate of receiving feedback undergraduate and graduate students. Discussion The evidence from this study suggests that creating a constructivist learning environment through attention to its components can improve feedback in the teaching-learning process. Given the importance of feedback in the communication process, constructivist learning environments improve communication and improve the quality of education. Based on the findings of this study, it is suggested that teachers use active and learning-based approaches to teaching. Traditional approaches that are often teacher-centered and teaching-oriented, passive learners whom lack the opportunity to understand and create the structure of knowledge. It is also suggested that teachers in educational design take in to account the characteristics of a constructivist learning environment and adapt their teaching to them. In this way, students will experience a more effective environment and can adjust their performance by receiving more effective feedback.
A. Parsa; P. Saketti
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, ...
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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.