Investigating the relationship between achievement motivation, teaching methods, evaluation methods and quality of literacy programs with Returning to Illiteracy in Education Graduates of Literacy Course

Subject Areas : فصلنامه تحقیقات روانشناختی

Received: 2022-05-27 Accepted : 2022-05-27 Published : 2018-02-20

Keywords: adults, Keywords: Literacy, returning to illiteracy,

Abstract :

AbstractThe purpose of this study was to investigate the relationship between achievement motivation, teaching methods, evaluation methods and quality of literacy programs with Returning to Illiteracy in Education Graduates of Literacy Course. The population of the study included all illiteracy graduates in the country who passed literacy courses or its equivalent during years 2007 to 2011. Using multi-level cluster sampling, 486 participants were chosen and studied. The instruments of the study included self- researcher's scale of educational achievement, special self- researcher's questionnaire of novice literates,and Herman's Achievement Motivation Scale Questionnaire (HAMQ). To analyze the data, correlation analysis was used. The results indicated that there were negative and meaningful relationship between achievement motivation, teaching methods, evaluation methods and quality of literacy programs with Returning to Illiteracy in Education Graduates of Literacy Course.