Comparison of Teaching-Learning Status of Teachers of Three Courses in Kalibar City Based on Assure Model
Subject Areas : Learning
ali
yari gharadaghlu
1
(Masters of the curriculum, Department of Educational Sciences, Shahid Madani University of Azarbaijan, Tabriz, Iran)
Moosa
Piri
2
(Associate Professor of Curriculum Planning, Faculty of Education & Psychology, Azerbaijan Shahid Madani University, Tabriz, Iran.)
sirous
asadiyan
3
(Associate Professor of Curriculum Planning, Faculty of Education & Psychology, Azerbaijan Shahid Madani University, Tabriz, Iran.y)
Keywords: teaching-learning process, ASSURE, Teachers of triple courses,
Abstract :
The purpose of the present study was to compare the teaching status of teachers in primary, middle and high school in the Kalibar city based on the Assure model. The research method was a descriptive survey. The statistical population consisted of all teachers in all three courses (primary, middle and high school) in the city of Kalibar with 575 people, which were selected as a sample using the Krejcie & Morgan table. The tool used, was the questionnaire that had 29 questions. Specialists were used to determine the face and content validity, and to determine the reliability of the questionnaire, Cronbach's alpha coefficient was used, with the total reliability of the questionnaire equivalent to 0.913. descriptive statistics (mean, standard deviation, etc.) and Kruskal-Walli's test were used for data analysis. The results showed that there is no significant difference between the teaching-learning status of teachers in all three courses in the Kalibar in the dimension of learners' analysis and the use of media and tools; But there is a difference in the statement of goals, selection of methods, media and tools, participation of learners, and evaluation and feedback. Finally, it can be said that the Assure model components have been somewhat considered in different courses, but in some of the components of this model there was a significant difference between the average, and in most of the components, elementary teachers were better
دریکوندی، زهرا و خزائی، آذر. (1395). اثربخشی طراحی آموزشی مبتنی بر الگوی آشور بر یادگیری و انگیزش پیشرفت دانش‌آموزان. فناوری برنامه درسی، 1(1)، 77-89.
ریگی، عاطفه. (1392). مقایسه ارزیابی عملکرد معلمان از طریق دادههای صوتی تصویری با سایر روش‌های موجود ارزیابی عملکرد تدریس، پایان‌نامه کارشناسی ارشد رشته علوم تربیتی گرایش برنامه‌ریزی آموزشی، دانشگاه کردستان، دانشکده ادبیات و علوم انسانی رشته علوم تربیتی.
سبحانی نژاد، مهدی و سربازیان اسفندآباد، رقیه. (1397). ارزشیابی وضعیت یاددهی – یادگیری معلمان دوره ابتدایی شهر یزد بر اساس مدل آشور و ویژگی‌های جمعیت شناختی. مطالعات برنامه درسی، 13(48)، 63-84.
صفری، اکرم، عبدالهی، بیژن و صبوری، فاطمه. (1398). همکاری بین معلمان مدرسه و ارتقای کیفیت فرآیند یاددهی- یادگیری. فصلنامه مدیریت مدرسه، 7(3)، 180-193.
مقامی، حمیدرضا، رجبیان ده زیره، مریم و شریفاتی، سکینه. (1399). تأثیر چندرسانه‌ای آموزشی مبتنی بر الگوی آشور بر جو انگیزشی درک شده و بهزیستی ذهنی دانشجویان. دو فصلنامه راهبردهای شناختی در یادگیری، 8(15)، 107-127.
مهرورز، محبوبه، علی‌آبادی، خدیجه، عبدلی، سمانه و مرادی، مهسا. (1394). مقایسة تأثیر روش آموزش مبتنی بر الگوی طراحی آموزشی دیک و کری و الگوی طراحی آموزشی بایبی بر انگیزش و یادگیری دانش‌آموزان. مطالعات اندازه‌گیری و ارزشیابی آموزشی، 5(10)، 11-30.
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., ... & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11): e05312.
Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413-428.
Altun, S., Yabaş, D., & Nayman, H. B. (2021). Teachers’ Experiences on Instructional Design Based Professional Development: A Narrative Inquiry. International Electronic Journal of Elementary Education, 14(1): 35-50.
Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. In Journal of Physics: Conference Series. 812(1): IOP Publishing.
Asad, E. M. M., Hassan, R. B., & Sherwani, E. F. (2014). Instructional models for enhancing the performance of students and workforce during educational training. Academy Arena, 6(3): 27-31.
Batir, Z., & Sadi, Ö. (2021). A Science Module Designed Based on the Assure Model: Potential Energy. Journal of Inquiry Based Activities, 11(2): 111-124.
Cagiltay, K., Cakir, H., Karasu, N., Islim, O. F., & Cicek, F. (2019). Use of educational technology in special education: Perceptions of teachers. Participatory Educational Research, 6(2): 189-205.
Chen, C. Y., & Chung, W. L. (2011). Research on the learning effects of multimedia assisted instruction on Mandarin vocabulary for Vietnamese students: A preliminary study involving e-learning system. Educational Research and Reviews, 6(17): 919-927.
Derikvandi, Z., & Khazaei, A. (2016). The effectiveness of educational design based on the Ashur model on learning and motivating students' progress. Curriculum Technology, 1(1): 77-89. [In Persian]
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching. Procedia computer science, 131, 727-732. https://doi.org/10.1016/j.procs.2018.04.317
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Instructional media and technologies for learning. (6th ed.) Upper Saddle River, NJ: Prince Hall.
Karakis, H., Karamete, A., & Okcu, A. (2016). The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students' Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes. European Journal of Contemporary Education, 15(1): 105-113.
Kim, D., & Downey, S. (2016). Examining the Use of the ASSURE Model by K–12 Teachers. Computers in the Schools, 33(3): 153-168.
Maghami, H., Rajabian Deh Zireh, M., & Sharifati, S. (2019). The effect of educational multimedia based on the Assure model on the perceived motivational atmosphere and mental well-being of students. Two Quarterly Journals of Cognitive Strategies in Learning, 8(15): 107-127. [In Persian].
Megaw, A. E. (2006). Deconstructing the Heinich, Molenda, Russell, and Smaldino instructional design model.
Mehrvarz, M., Aliabadi, Kh., Abdoli, S. & Moradi, M. (2014). Comparison of the effect of teaching methods based on Dick and Carey's educational design model and Bybee's educational design model on students' motivation and learning. Educational Measurement and Evaluation Studies, 5(10): 11-30. [In Persian].
Mustafa, M. B., Nordin, M. B., & Razzaq, A. B. A. (2020). Structural Equation Modelling Using AMOS: Confirmatory Factor Analysis for Taskload of Special Education Integration Program Teachers. Univers. J. Educ. Res, 8(1): 127-133.
Özdilek, Z. (2018). ASSURE modeline dayalı fen öğretimi [Science education based on the ASSURE model]. In O. Karamustafaoğlu, Ö. Tezel, & U. Sarı (Eds.), Güncel yaklaşım ve yöntemlerle etkinlik destekli fen öğretimi [Activity supported science education with current approaches and methods] (pp. 401-424). Pegem Akademi.
Puad, L. M. A. Z., & Ashton, K. (2021). Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school in Indonesia. Asia Pacific Journal of Education, 41(2): 253-265.
Rayanto, Y. H., & Supriyo, S. (2021). Teaching Classroom Management Subjects Through the Implementation of Assure Model Instructional Design. ELT Worldwide: Journal of English Language Teaching, 8(2): 403-408.
Rigi, A. (2012). Comparison of evaluation of teachers' performance through audio-visual data with other existing methods of teaching performance evaluation, master's thesis in the field of educational sciences, educational planning, University of Kurdistan, faculty of literature and humanities, field of educational sciences. [In Persian].
Safari, A., Abdollahi, B., & Sabouri, F. (2018). Cooperation between school teachers and improving the quality of the teaching-learning process. School Management Quarterly, 7(3), 180-193. [In Persian].
Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Sobhaninejad, M., & Sarbazian Esfandabad, R. (2017). Evaluation of the teaching-learning situation of primary school teachers in Yazd based on the Assure model and demographic characteristics. Curriculum Studies, 13(48): 63-84. [In Persian].
_||_دریکوندی، زهرا و خزائی، آذر. (1395). اثربخشی طراحی آموزشی مبتنی بر الگوی آشور بر یادگیری و انگیزش پیشرفت دانش‌آموزان. فناوری برنامه درسی، 1(1)، 77-89.
ریگی، عاطفه. (1392). مقایسه ارزیابی عملکرد معلمان از طریق دادههای صوتی تصویری با سایر روش‌های موجود ارزیابی عملکرد تدریس، پایان‌نامه کارشناسی ارشد رشته علوم تربیتی گرایش برنامه‌ریزی آموزشی، دانشگاه کردستان، دانشکده ادبیات و علوم انسانی رشته علوم تربیتی.
سبحانی نژاد، مهدی و سربازیان اسفندآباد، رقیه. (1397). ارزشیابی وضعیت یاددهی – یادگیری معلمان دوره ابتدایی شهر یزد بر اساس مدل آشور و ویژگی‌های جمعیت شناختی. مطالعات برنامه درسی، 13(48)، 63-84.
صفری، اکرم، عبدالهی، بیژن و صبوری، فاطمه. (1398). همکاری بین معلمان مدرسه و ارتقای کیفیت فرآیند یاددهی- یادگیری. فصلنامه مدیریت مدرسه، 7(3)، 180-193.
مقامی، حمیدرضا، رجبیان ده زیره، مریم و شریفاتی، سکینه. (1399). تأثیر چندرسانه‌ای آموزشی مبتنی بر الگوی آشور بر جو انگیزشی درک شده و بهزیستی ذهنی دانشجویان. دو فصلنامه راهبردهای شناختی در یادگیری، 8(15)، 107-127.
مهرورز، محبوبه، علی‌آبادی، خدیجه، عبدلی، سمانه و مرادی، مهسا. (1394). مقایسة تأثیر روش آموزش مبتنی بر الگوی طراحی آموزشی دیک و کری و الگوی طراحی آموزشی بایبی بر انگیزش و یادگیری دانش‌آموزان. مطالعات اندازه‌گیری و ارزشیابی آموزشی، 5(10)، 11-30.
Abdulrahaman, M. D., Faruk, N., Oloyede, A. A., Surajudeen-Bakinde, N. T., Olawoyin, L. A., Mejabi, O. V., ... & Azeez, A. L. (2020). Multimedia tools in the teaching and learning processes: A systematic review. Heliyon, 6(11): e05312.
Alemdag, E., & Cagiltay, K. (2018). A systematic review of eye tracking research on multimedia learning. Computers & Education, 125, 413-428.
Altun, S., Yabaş, D., & Nayman, H. B. (2021). Teachers’ Experiences on Instructional Design Based Professional Development: A Narrative Inquiry. International Electronic Journal of Elementary Education, 14(1): 35-50.
Apino, E., & Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. In Journal of Physics: Conference Series. 812(1): IOP Publishing.
Asad, E. M. M., Hassan, R. B., & Sherwani, E. F. (2014). Instructional models for enhancing the performance of students and workforce during educational training. Academy Arena, 6(3): 27-31.
Batir, Z., & Sadi, Ö. (2021). A Science Module Designed Based on the Assure Model: Potential Energy. Journal of Inquiry Based Activities, 11(2): 111-124.
Cagiltay, K., Cakir, H., Karasu, N., Islim, O. F., & Cicek, F. (2019). Use of educational technology in special education: Perceptions of teachers. Participatory Educational Research, 6(2): 189-205.
Chen, C. Y., & Chung, W. L. (2011). Research on the learning effects of multimedia assisted instruction on Mandarin vocabulary for Vietnamese students: A preliminary study involving e-learning system. Educational Research and Reviews, 6(17): 919-927.
Derikvandi, Z., & Khazaei, A. (2016). The effectiveness of educational design based on the Ashur model on learning and motivating students' progress. Curriculum Technology, 1(1): 77-89. [In Persian]
Guan, N., Song, J., & Li, D. (2018). On the advantages of computer multimedia-aided English teaching. Procedia computer science, 131, 727-732. https://doi.org/10.1016/j.procs.2018.04.317
Heinich, R., Molenda, M., Russell, J., & Smaldino, S. (1999). Instructional media and technologies for learning. (6th ed.) Upper Saddle River, NJ: Prince Hall.
Karakis, H., Karamete, A., & Okcu, A. (2016). The Effects of a Computer-Assisted Teaching Material, Designed According to the ASSURE Instructional Design and the ARCS Model of Motivation, on Students' Achievement Levels in a Mathematics Lesson and Their Resulting Attitudes. European Journal of Contemporary Education, 15(1): 105-113.
Kim, D., & Downey, S. (2016). Examining the Use of the ASSURE Model by K–12 Teachers. Computers in the Schools, 33(3): 153-168.
Maghami, H., Rajabian Deh Zireh, M., & Sharifati, S. (2019). The effect of educational multimedia based on the Assure model on the perceived motivational atmosphere and mental well-being of students. Two Quarterly Journals of Cognitive Strategies in Learning, 8(15): 107-127. [In Persian].
Megaw, A. E. (2006). Deconstructing the Heinich, Molenda, Russell, and Smaldino instructional design model.
Mehrvarz, M., Aliabadi, Kh., Abdoli, S. & Moradi, M. (2014). Comparison of the effect of teaching methods based on Dick and Carey's educational design model and Bybee's educational design model on students' motivation and learning. Educational Measurement and Evaluation Studies, 5(10): 11-30. [In Persian].
Mustafa, M. B., Nordin, M. B., & Razzaq, A. B. A. (2020). Structural Equation Modelling Using AMOS: Confirmatory Factor Analysis for Taskload of Special Education Integration Program Teachers. Univers. J. Educ. Res, 8(1): 127-133.
Özdilek, Z. (2018). ASSURE modeline dayalı fen öğretimi [Science education based on the ASSURE model]. In O. Karamustafaoğlu, Ö. Tezel, & U. Sarı (Eds.), Güncel yaklaşım ve yöntemlerle etkinlik destekli fen öğretimi [Activity supported science education with current approaches and methods] (pp. 401-424). Pegem Akademi.
Puad, L. M. A. Z., & Ashton, K. (2021). Teachers’ views on classroom-based assessment: an exploratory study at an Islamic boarding school in Indonesia. Asia Pacific Journal of Education, 41(2): 253-265.
Rayanto, Y. H., & Supriyo, S. (2021). Teaching Classroom Management Subjects Through the Implementation of Assure Model Instructional Design. ELT Worldwide: Journal of English Language Teaching, 8(2): 403-408.
Rigi, A. (2012). Comparison of evaluation of teachers' performance through audio-visual data with other existing methods of teaching performance evaluation, master's thesis in the field of educational sciences, educational planning, University of Kurdistan, faculty of literature and humanities, field of educational sciences. [In Persian].
Safari, A., Abdollahi, B., & Sabouri, F. (2018). Cooperation between school teachers and improving the quality of the teaching-learning process. School Management Quarterly, 7(3), 180-193. [In Persian].
Smaldino, S. E., Lowther, D. L., Russell, J. D., & Mims, C. (2015). Instructional technology and media for learning (10th ed.). Upper Saddle River, NJ: Prentice Hall.
Sobhaninejad, M., & Sarbazian Esfandabad, R. (2017). Evaluation of the teaching-learning situation of primary school teachers in Yazd based on the Assure model and demographic characteristics. Curriculum Studies, 13(48): 63-84. [In Persian].