نوع مقاله : علمی- پژوهشی

نویسندگان

• مصطفی غزال ¹
• محمدعلی نادی ²
• صالح صاحب کاظم ³
• فرانک موسوی ⁴

¹ دانشجوی دکتری مدیریت آموزشی اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران.

² استاد، گروه علوم تربیتی و مدیریت آموزشی اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران

³ استادیار، اداره کل آموزش و پرورش کربلای معلی و دانشکده معارف کربلا، جمهوری عراق

⁴ دانشیار گروه مدیریت آموزشی، واحد کرمانشاه، دانشگاه آزاد اسلامی، کرمانشاه، ایران.

چکیده

فرآیند یادگیری و توسعه قابلیت‌های فراگیران، به مشارکت فعال آنها در آموزش بستگی دارد. لذا مطالعه پیش‌رو، با هدف ارزیابی روش‌های یاددهی-یادگیری فعال در توسعه قابلیت‌های دانشجویان انجام شد. مطالعه از نوع کاربردی و پیمایشی بوده است. جامعه آماری شامل دانشجویان دانشگاه بابل در عراق بودند که با استفاده از فرمول کوکران تعداد 145 نفر بعنوان اعضای نمونه انتخاب و با روش نمونه‌گیری تصادفی انتخاب شدند. ابزار جمع‌آوری اطلاعات، "پرسشنامه مشارکت دانشجویی (SEQ)" بود. تجزیه و تحلیل داده‌ها از طریق تحلیل مسیر و مدل معادلات ساختاری و با کمک نرم افزار لیزرل انجام شد. برحسب نتایج به دست آمده، اکثر دانشجویان روش‌های یاددهی-یادگیری فعال را در رشد قابلیت‌هایشان موثر دانستند. بین روش‌های یاددهی یادگیری فعال و بهبود قابلیت‌های دانشجویان، رابطه مثبت و معنی‌دار وجود دارد. روش‌های یاددهی-یادگیری فعال منجر به افزایش قابل توجهی در قابلیت‌های دانشجویان شده است که نشان‌دهنده کارایی و اثربخشی چنین روش‌هایی است. یادگیری فعال درها را به روی یادگیری عملی باز می‌کند و افراد را قادر می‌سازد تا تحقیق کنند، خارج از چارچوب فکر کنند و خودشان راه‌حل‌های عملی برای مشکلات ارائه دهند.

کلیدواژه‌ها

• یاددهی-یادگیری فعال
• مشارکت در آموزش
• قابلیت‌های دانشجویان

عنوان مقاله [English]

Investigating the Effect of Active Teaching-Learning Methods on the Development of Students' Capabilities (Case Study: Babylon University of Iraq)

نویسندگان [English]

• Mustafa Ghazal ¹
• Mohammadali Nadi ²
• salh sahib Kazem ³
• faranak mosavi ⁴

¹ Ph.D. Student of Department of Educational Sciences and Educational Management of Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran

² Professor, Department of Educational Sciences and Educational Management of Isfahan (Khorasgan), Islamic Azad University, Isfahan, Iran.

³  Assistant Professor, General Directorate of Education, Karbala Ma'ali and Karbala Faculty of Education, Republic of Iraq

⁴ Associate Professor, Department of Educational Management, Kermanshah Branch, Islamic Azad University, Kermanshah, Iran.

چکیده [English]

Introduction
The process of learning and the development of students’ capabilities represent fundamental goals within educational systems. These goals are central to preparing individuals who can effectively engage with the rapid transformations occurring across various fields of life. Numerous studies have highlighted that the effectiveness of the educational process does not solely depend on the quality of content or the teacher’s competence. Instead, it significantly relies on the active engagement and participation of the learner within the learning environment. A student who is encouraged to think critically, discuss ideas, explore concepts, and apply knowledge practically is more likely to achieve a deeper understanding and develop the intellectual, social, and practical skills needed to face real-world challenges. In light of this, educational institutions have increasingly adopted modern teaching approaches that position the learner at the center of the learning process. These approaches emphasize active learning strategies designed to motivate students to participate meaningfully and take responsibility for their own learning. Unlike traditional methods that rely heavily on passive information delivery, active learning strategies encourage students to become collaborators in the learning experience. Examples of such strategies include cooperative learning, problem-based learning, project-based learning, and inquiry-based learning. Given the importance of these approaches in enhancing student capabilities, this study was conducted with the aim of evaluating the effectiveness of active teaching and learning methods in developing students' skills and competencies. The study focuses on assessing how these methods influence critical thinking, academic achievement, problem-solving abilities, communication skills, and the capacity for teamwork. Furthermore, it explores how different educational settings and disciplines respond to the implementation of active learning, and how factors such as teacher preparedness, institutional support, and student motivation contribute to the success of these methods. The findings aim to support educators, policymakers, and curriculum developers in designing more engaging and effective learning environments.
 
Method
The study was of applied and survey type. The statistical population included the students of Babol University in Iraq, 145 people were selected as sample members using Cochran's formula and selected by random sampling method. The tool for collecting information in this section was the "Student Participation Questionnaire".
 
Results
According to the results obtained in this study, most of the students considered active teaching-learning methods to be effective in developing their capabilities. Active teaching-learning methods have led to a significant increase in learners' capabilities, which shows the efficiency and effectiveness of such methods. Active learning opens the door to hands-on learning, enabling learners and instructors to investigate, think outside the box, and come up with practical solutions to problems themselves.
 
Discussion
This study provided first-hand information about the effect of active participation on the development of capabilities, and it shows that these effects are related to the interactions between students, professors, as well as the learning environment, which are necessary to improve the capabilities of learners.

کلیدواژه‌ها [English]

• Skills
• Teaching
• Active learning
• Capabilities