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Showing 4 results for Teaching Quality
Baghani M., Dehghan Neyshaboori M.,
Volume 5, Issue 1 (4-2012)
Abstract
Aims: Teachers' stress and anxiety affects their occupational function and leads to weak function, absence from work, exhaustion and depression. The purpose of this study was to investigate the effects of teachers' anxiety on the quality of teaching in the classroom. Methods: This descriptive comparative study was performed in 2010-11 on all male and female high school teachers of Sabzevar. The sample of this study included 30 high school teachers both men and women and 300 of their students. Sampling was done using the simple random method. At the first step the teachers filled out the Cattell's anxiety questionnaire, and were divided into two groups (15 anxious and 15 non-anxious) with regard to their total scores. Then the Siraj's questionnaire of teaching quality (2003) was filled out by 300 of their students. Data were analyzed by descriptive statistics and Kolmogorov-Smirnov and independent t-test using SPSS 16 software. Results: There was a significant difference between the total score of the teaching quality of anxious and non-anxious teachers (t=2.95, df=268, p=0.003), so that the teaching quality of non-anxious teachers was higher than anxious teachers. Conclusion: Teacher's anxiety affects the teaching quality to a high extent. There is significant difference between anxious and non-anxious teachers in the indicators of "teaching performance" and "interpersonal relations", but there is no significant difference in the indicators of "lesson plan" and "evaluation" between anxious and non-anxious teachers.
Zohre Saneii,
Volume 11, Issue 2 (7-2018)
Abstract
Introduction: In every educational system, educators are one of the effective components in the learning process. Therefore survey the quality of their performance should be considered by educational planner to improve the universities. The goal of the present study is Students’ standpoint about qualitative assessment of performance of faculty members to inform them of their performance.
Methods: The total statistical population for the study consisted of 1159 students at Shahid Hasheminejad’s female campus of Farhangian University in the 2016-2017 academic year. The sampling method was random stratified based on the field of study of 288 participants. The data was gathered using a questionnaire, which consisted of questions on personal attributes, assessment of performance of faculty members and the method of questionnaire completion. The validity of the contents of the questionnaire was confirmed by seeking opinion of the experts and its reliability was assessed using the Cronbach's alpha (0.87) test. The needed data were collected by a questionnaire after confirming its validity and reliability. To analyze the data, statistical indices such as mean, standard deviation and Pearson correlation coefficient using Spss version 24 was used.
Results: Personality of faculty members with an average 68.71% and standard deviation of 0.97 is the most important and teaching method, and evaluation with an average 47.28% and standard deviation of 1.05 is the less important dimensions from students’ standpoint. No Significant correlation was observed between students’ standpoints and their GPA (p = 0.716 & r = 0.03).
Conclusions: According to the results, lecturers need mechanisms such as retraining and continuous instructions to improve the quality of teaching.
Ms Morteza Moradi Doliskani, Mozhgan Mohammadi Mehr,
Volume 13, Issue 3 (8-2020)
Abstract
Introduction: Nowadays, the professional ethics has been very much taken into consideration, so that most professions including teaching, for its particular demands, should have a professional ethics code. The current study aimed to investigate the predictive role of professional ethics in professors' teaching quality of Medical Sciences University; Army-Iran.
Methods: The present study was a descriptive-correlational method and the statistical population consists of all medical sciences university students (979 people), Army-Iran, in 2017-2018 Iranian academic year. The size of sample were, 175 subjects, selected in accordance with Kerjesi & Morgen sampling table using stratified sampling method. The research tools were Najafi et al. Teaching Professional Ethics Questionnaire (2013) and Seraj Teaching Quality method (2002). Data analysis was done through two levels: descriptive (mean and standard deviation) and inferential (Pearson correlation and regression analysis) using SPSS software.
Results: Pearson correlation results showed that there was a meaningful relation between professional ethics and teaching method (r=0.438, p<0.01). In other words; the more the professional ethics among professors, the more increase in teaching quality. Regression equation results showed that professional ethics has the predictive power of teaching quality (predictive value: 0.384). That is, if other conditions be constant, by increasing one unit of professional ethics, teaching quality will increase to 0.438.
Conclusion: Based on the findings of this study, the professional ethics of the professors of medical sciences university affects their teaching quality, So observing professional and ethical requirements will have an effective- learning influence and teaching quality among the students in this university.
Hedyeh Mosavi, Hamid Yazdaninejad, Dr. Parastoo Parsaee-Mohamadi, Dr. Javad Zarei, Zohreh Anjom-Shoa, Navid Mohamadizadeh, Dr. Amirabbas Azizi,
Volume 17, Issue 6 (1-2025)
Abstract
Introduction: One of the primary functions of the study and development centers at medical universities nationwide is to enhance teaching quality. To achieve this, various methods are employed to assess teaching effectiveness. One such method involves evaluating professors' teaching quality through interactive student committees during the academic semester. This study aims to examine the impact of forming these interactive student committees on teaching quality at the School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences.
Methods: This descriptive cross-sectional study was conducted at the School of Allied Medical Sciences, Ahvaz Jundishapur University of Medical Sciences, in 2021. The research population comprised BSc students who enrolled in the School of Allied Medical Sciences in 2018, 2019, and 2020 and participated in forming interactive student committees. The research tool was a questionnaire developed by the researcher, consisting of four main sections. After confirming the questionnaire's validity and reliability, it was distributed to the target sample via email and messaging platforms. Descriptive and inferential methods were used to analyze the collected data using SPSS software (version 24).
Results: A total of 57% of the questionnaires were completed and returned by the participants. The analysis of boxplots related to students' responses on presenting weekly reports on teaching quality showed a normal and balanced distribution. The greater dispersion of scores above the median indicated a significant positive relationship. Additionally, there was a significant relationship between presenting weekly reports and the presence of problems in presenting these reports (p < 0.05).
Conclusion: Overall, the study findings indicated that forming interactive student committees can be beneficial and influential in enhancing both the quality and quantity of teaching provided by professors.
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