:: Volume 15, Issue 6 (1-2023) ::
Educ Strategy Med Sci 2023, 15(6): 592-602 Back to browse issues page
Categorization of Components of Learning Outcomes for University Students (Grounded Theory)
Mahdi Akbari 1, Habibalah Naderi2 , Jalil Fathabadi3 , Omid Shokri3
1- university of Mazandaran , Mahdiakbari1362@gmail.com
2- University Of Mazandaran
3- Shahid Beheshti University
Abstract:   (890 Views)
Introduction: Although learning outcomes have a theoretical basis, the components of learning outcomes in different studies have been considered differently. The purpose of this article is to explain the concept and determine the constituent components of learning outcomes for the undergraduate Students.
Methods: This study is grounded Theory. Researchers to study with more than 150 sources include of articles, books and reports for the last 30 years has been able to identify 29 relevant sources that comply with the following criteria. The components of learning outcomes have been extracted and in the second stage, the concepts and components of learning outcomes have been categorized as axial coding.
Results: The results show that 26 categories were categorized into first factor, and 14 categories were categorized as second factor and 7 categories as third factor. For categories number one, the title was "cognitive Competencies", for categories number two, it was called "emotional Competencies" and for Categories number three, it was called "Skill Competencies".
Conclusion: Therefore, The Components of learning Outcomes can be categorized into three Categories: cognitive, emotional and skill. If we pay balanced Attention to cognitive, emotional and skill Competencies, expect the Growth and Education of graduates with deep Knowledge, professional Ethics, constructive Attitude and high Skills.
Keywords: Learning Outcomes, Cognitive Competence, Emotional Competence, Skills Competence, Qualifications, academic competence
Full-Text [PDF 450 kb]   (959 Downloads)    
Article Type: Original Research | Subject: Student Interaction with Education
Received: 2019/11/6 | Accepted: 2020/02/11 | Published: 2023/01/30

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Volume 15, Issue 6 (1-2023) Back to browse issues page