The Relationship between the Students' Learning Style and Dimensions of Effective Professor, from the students' points of view
Subject Areas : Research in Curriculum PlanningFatemeh Akbari Manjarmuie 1 , Narges Keshtiaray 2
1 - 1دانش آموخته کارشناسی ارشد برنامه ریزی آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
2 - 2استادیار گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران
Keywords: Effective professor, teaching process, personality characteristics, Classroom Management, learning styles,
Abstract :
The present study aimed to investigate the relationship between the dimensions of an effective professor, from the students' viewpoints, and learning styles of post-graduate students of Islamic Azad University, Khorasgan, in academic year 1391-92.Descriptive-explanatory method was applied in this research. The population included 3548 post graduate students 350 of whom were selected by Morgan Table and stratified random sampling method. Data collecting tool included a researcher-made questionnaire, focusing on the dimensions of an effective professor in four areas (personality characteristics, classroom management, teaching process, demographic features) with 89 items, and Kolb questionnaire of learning styles which included 12 questions. For validity confirmation of the questionnaire of the dimensions of an effective professor, content and face validity were used for reliability, Cronbach Alpha Coefficient was applied (0.96). The reliability of Kolb questionnaire of learning styles was calculated as 0.79. Data were, then, analyzed on two descriptive an inferential statistics levels. The results indicated that teacher's personality characteristics, classroom management, and teaching process were related to the students' learning styles. However, no significant statistical relationship was observed between demographic features of the professor and learning styles of the students. That is to say that the characteristics of an effective professor and learning styles of the students were significantly related. The results also indicated that there was no statistical difference between learning styles of the students and the characteristics of an effective professor according to the gender and faculty.
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