@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):43-49
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(1):43-49
Relationship of Using the Basic Skills of Teaching and Improvment of the Students’ Academic Performance; Lamerd Nursing Faculty
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Hashemi S.A. (* )(* ) Department of Educational Sciences, Faculty of Humanities and Social Sciences, Lamerd Branch, Islamic Azad University, Lamerd, Iran
Correspondence
Article History
Received: January 1, 2015Accepted: March 8, 2015
ePublished: March 15, 2015
ABSTRACT
Aims
Development of professional skills of teachers is a key factor in improving the professional performance of teachers and students educational turnover. The aim of this study was to investigate the relationship between the use of basic skills of teaching and improving students' academic performance in Lamerd School of Nursing.
Materials & Methods In this descriptive correlational research, All 95 students who were studying at the School of Nursing, Lamerd State University, Iran, during 2013-14 academic year were entered the study by census method. The instrument was a questionnaire designed by the researchers that its validity and reliability were confirmed. Data were analyzed using descriptive statistics (frequency, percentage, and cumulative percentage charts) and inferential statistics (Pearson correlation coefficient, independent T test and ANOVA).
Findings A significant relationship was observed between the use of basic skills of teaching and academic performance of nursing (p=0.001). There was also a significant correlation between the past, during and after teaching skills and students’ academic performance (p=0.001). The opinion of students from various semesters was significantly different about the use of basic skills of teaching by teachers (p=0.001).
Conclusion Academic performance of students improves by increasing of teachers’ basic skills of teaching.
Materials & Methods In this descriptive correlational research, All 95 students who were studying at the School of Nursing, Lamerd State University, Iran, during 2013-14 academic year were entered the study by census method. The instrument was a questionnaire designed by the researchers that its validity and reliability were confirmed. Data were analyzed using descriptive statistics (frequency, percentage, and cumulative percentage charts) and inferential statistics (Pearson correlation coefficient, independent T test and ANOVA).
Findings A significant relationship was observed between the use of basic skills of teaching and academic performance of nursing (p=0.001). There was also a significant correlation between the past, during and after teaching skills and students’ academic performance (p=0.001). The opinion of students from various semesters was significantly different about the use of basic skills of teaching by teachers (p=0.001).
Conclusion Academic performance of students improves by increasing of teachers’ basic skills of teaching.
CITATION LINKS
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[30]Loomis KD. Learning style and asynchronous learning: Comparing the LASSI Model to class performance. JALN. 200;4(1):23-32.
[2]Mohajeri M, Sharif M. The relationship between primary school teachers' professional ability and academic performance of students in the city of Isfahan. N Educ Approach. 2012;7(1):27-48. [Persian]
[3]Chung BG, Ehrhart MG, Ehrhart KH, Hattrup K, Solamon J. Stereotype threat, state anxiety, and specific self-efficacy as predictors of promotion exam performance. Group Organ Manag. 2010;35(1):77-107.
[4]Green JA, Azevedo R. A theoretical review of wine and had wins model of self–regulated learning: New perspectives and directions. J Rev Educ Res. 2007;77(3):334-72.
[5]Nasr Esfahani A. School-based curriculum: Bases, challenges and perspectives. Isfahan Univ Res J. 2002:14(2):207-26. [Persian]
[6]Bong M. Academic motivation in self-efficacy, task value, achievement Goal Orientations, and attributional beliefs. J Educ Res. 2004:97(6):287-98.
[7]Beckman L. Effects of students' performance on teachers' and observers' attributions of causality. J Educ Psychol. 1970;61(1):76-82.
[8]Hasan Tehrani T, Karami Kabir N, Cheraghi F, Bekaian M, Yaghoubi Y. The relationship between emotional intelligence, mental health and academic achievement in Neyshabour nursing students. Nasim-e-Danesh. 2012;20(3):35-42.
[9]Biggs J, Tang C. Teaching for quality learning at university (Society for Research Into Higher Education) [Internet]. Bristol: Citeulike [Published 2007, Nov 1; Cited 2014, Nov 27]. Available from: http://www.citeulike.org/group/4810/article/3680928
[10]Hadadi Kouhsar AA, Roshan R, Asgharnejad Farid AA. Comparative study of the relationship between emotional intelligence and mental health and academic achievement in students of martyrs' families and non-martyrs’ families of Tehran University. J Psychol Educ. 2007;37(1):73-97. [Persian]
[11]Yeganeh T, Soltanishal R, Kafee M, Hosseinkhanzadeh A. The relationship between emotional intelligence, time management and quality of life with academic achievement among college students. J Rafsanjan Univ Med Sci. 2013;12(3):219-32.
[12]MacDonald JB, Wolfson BJ, Zaret E. Reschooling society: A conceptual model. Washington DC: Association for Supervision and Curriculum Development; 1973.
[13]Pazargadi M, Sattari S. Assessing the quality of education: The partnership approach to deal with the challenges of higher education management system, non-governmental third millennium. J Educ. 2008;5(17):1-23.
[14]Lindemann R, Duek JL, Wilkerson LA. A comparison of changes in dental students’ and medical students’ approaches to learning during professional training. Euro J Dent Educ. 2001;5(4):162-7.
[15]Salehi S, Taleghani F, Afghari P, Moghadasi M. Academic achievement and emotional intelligence among undergraduate nursing students of Isfahan University of Medical Sciences. Iran J Med Educ. 2012;12(8):629-37. [Persian]
[16]Pingel F. UNESCO guidebook on textbook research and textbook revision. Paris: UNESCO; 2010.
[17]Sharifi N, Ganji H, Hashemian K, Najafizand J. Comparison of the proportion of the cognitive intelligence, creativity, and emotional intelligence in predicting the academic achievement at different educational stages. J Modern Indust Organ Psychol. 2011;2(6):55-78. [Persian]
[18]Talebzadeh Nobarian M, Norouzi AA. The relationship between emotional intelligence and metacognitive awareness of reading strategies and academic performance of Shahid Beheshti University, Department of Educational Sciences’ students. J N Approach Educ Administ.2011:2(2):1-22. [Persian]
[19]Hassanzadeh R, Motamedi Talavaki MT. the impact on improving the teaching skills of teachers in the use of learning strategies and study patterns of students. Educ Lead Manag. 2012;6(1):41-70. [Persian]
[20]Niknami M, Karimi F. Evaluation of the professional competence of teachers of general education courses. Res Educ Curriculum. 2009;23:1-22. [Persian]
[21]Lim D. Quality assurance in higher education: A study of developing countries. London: Ashgate; 2001.
[22]Harris A, Jones M. Professional learning communities and system improvement. Improv Sch. 2010;13(2):172-81.
[23]Daneshpajouh Z, Farzad V. Evaluation of professional skills of primary school teachers. J Educ Innov. 2006;18(5):135-70. [Persian]
[24]Karimi A. The results of the international study of reading literacy achievement. J Educ. Available from: http://sid.ir/fa/VEWSSID/J_pdf/75013848101.pdf
[25]Fazli R. Comparative analysis of the effect of active and inactive teaching methods on students progress in social sciences lesson. J Educ. 2004;78:32-7.
[26]Tuinamuana K. Teacher professional standards, accountability, and ideology: Alternative discourses. Aust J Teach Educ. 2011;36(12):72-82.
[27]Gordon M. Between constructivism and connectedness. J Teach Educ. 2008;59(4):322-31.
[28]Hong JC, Horng JSh, Lin ChL, ChanLin LJ. Competency disparity between pre-service teacher education and in-service teaching requirements in Taiwan. Int J Educ Dev. 2008;28(1):4-20.
[29]Huntley H. Teachers' work: Beginning teachers’ conceptions of competence. Australian Educ Res. 2008;35(1):125-45.
[30]Loomis KD. Learning style and asynchronous learning: Comparing the LASSI Model to class performance. JALN. 200;4(1):23-32.