@2024 Afarand., IRAN

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ISSN: 2228-5468    Education Strategies in Medical Sciences 2015;8(3):131-136

Background
… [1-17] Identifying strengths and weaknesses, opportunities and threats, trying to improve the current situation and achieving the desired statues, and obtaining the top position are of the most important duties of the organizations such as universities [18]. … [19, 20] Students are the main customers of the universities, and determination of their expectations and perceptions of educational services quality can provide valuable information for planners to improve the quality of educational services [21].
Previous Studies
Several researches have been done on the quality of university education and different variables, and different results have been obtained. These variables include the criteria applied in the selection of faculty members and students [22], internal evaluation of education quality [5], the quality of clinical education [23], the quality of educational services [24], and the correlation between the components of a learning organization and the improvement in the training quality [25]. … [26, 27].
Aim(s)
This study aimed to evaluate the quality of teaching process from the point of view of students of the Nursing School of Lamerd.
Research type
This is an applied research and the method of data collection is descriptive survey.
Research society, place and time
Nursing students at Lamerd School of Nursing were studied in the academic year 2014-2015.
Sampling method and number
Census method was used to select the samples, and all students (n=95) were evaluated
Used devices&materials
A researcher-made questionnaire was used to collect the data. This questionnaire included 50 questions according to five-point Likert scale (very low, low, medium, high, and very high), was evaluating the university instructors` teaching quality from students` point of view in seven components including: goal setting (7 items), classroom management (7 items), learning strategies (6 items), content regulation (5 items), learning dynamics (9 items), the choice of technology (9 items) and testing and evaluation (6 items). The validity of the questionnaire was confirmed by experts and its reliability was assessed using Cronbach`s alpha which was equal to 0.82.Data analysis was carried out using descriptive statistics (frequency, percentage, and mean) and the inferential statistics. To investigate the difference between the views of students in relation to the components of teaching quality according to their demographic characteristics (year of entry to university and gender), Multivariate Analysis of Variance was used. To more accurate evaluation of this issue, One-way Analysis of Variance (ANOVA) and Cheffe were used.
Findings by Text
26 participants (27.4%) were male and 69 (72.6%) were female. Also, 27 (27.4%) students were in their first year of study, 36 (37.9%) were in second year of study, and 32 (33.7%) were in the third year of study. Students` views about the quality of instruction at the Lamerd School of Nursing was less than average in all of the studied variables, so that in total, the majority of responses were limited to the options "low" and "very low" (Table 1). There was a significant difference in the variable of technology choice between two entry academic years of 2012 and 2014 as well as in the variable of testing and evaluation between two entry academic years of 2012and 2013. Also there were significant differences between the two groups of males and females in terms of the variables of classroom management, dynamic learning and testing and evaluation.
Main comparison to the similar studies
Sociologists consider the analysis of social problems as the main source of educational objective. The students` views about the selection of educational objectives in the school of nursing was totally less than the average, i.e. 61.76% of responses were belonged to the options " low" and " very low". The most important concern of the university instructors is classroom management. According to the students, the professors have not been able to preserve the quality of their educational activities in relation to their classroom management skills. Some believe that in order to implement the curriculum in the classroom, the strategies should be determined. However, before choosing the content, it is necessary for the curriculum developer to know the strategies and use them in writing, designing and selecting the content. About 62% of students` responses related to the learning strategies were the options "low" and "very low". The quality of professors` teaching in relation to the component of learning dynamics represents a fundamental weakness of educational system. Evaluation is a step toward improving the quality of teaching and accomplishing educational goals. With respect to the component of testing and evaluation, about 61.28% of the responses were the options "low" and "very low", 28.26% of the responses was the option "medium", and 10.74% of the responses were the option "high".
Suggestions
The quality of professors` teaching in advanced countries should be investigated in a comparative approach to develop a comprehensive model of teaching.
Limitations
The limitations of this study were lack of any standard questionnaire and availability of samples.
Conclusions
The quality of professors` teaching in the components of goal setting, classroom management, learning strategies, content regulation, learning dynamics, the choice of technology, and testing and evaluation is below the average level from the students` views at Lamerd School of Nursing and it is not evaluated in good condition.
Acknowledgments
The staff and students of Lamerd School of Nursing are appreciated.
Conflict of interest
Non-declared
Ethical Permissions
Non-declared
Funding Sources
Non-declared

TABLES and CHARTS

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