Volume 1, Issue 1 (spring - summer 2014)
DSME 2014, 1(1): 18-26 |
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Gholami-Parizad E, Gholami-Parizad E, Ashraf Eivazi A, Ghazanfari Z. Assessing lecture as a teaching method from students' perspective in Ilam UMS. DSME 2014; 1 (1) :18-26
URL: http://dsme.hums.ac.ir/article-1-41-en.html
URL: http://dsme.hums.ac.ir/article-1-41-en.html
Abstract: (8920 Views)
Introduction: Lecture, as the dominant method, in all of the Iran education system is one of the oldest methods. This education method is one of the most used methods in teaching and learning especially in higher education. This study was developed and carried out for quantitative and qualitative assessment of lecture from IUMS students’ perspectives.
Methods: This cross-sectional study carried out on 840 students of Ilam University of Medical Sciences by using a researcher-made questionnaire including three dimensions; interaction, subject and class management, and organizational tasks. Validity and reliability of the questionnaire was confirmed by content and construct validity and alpha cronbach. An acceptance criterion was used in order to total evaluation of the scale. Data collected analyzed by SPSS software and Mann-whitney and Kruskal-Wallis tests.
Results: Totally, 36 percent of students studied assessed lecture, good. In interaction subscale, opportunity for questioning by the teacher and team work by learners gained the highest (51.3%) and lowest (28.6%) desirability among all variables respectively. Time spent for session and course topics cover in organizational tasks, gained highest (57.2%) and lowest (32.4%) desirability among the subscale variables. A significant difference was found between girls and boys by subject and class management (P Value<0.05).
Conclusion: the results showed that lecture cannot achieve the acceptance satisfaction in the most of educational goals. So, it is necessary that educational systems’ policy makers replace this method with appropriate methods in many of courses or try for optimizing the method with deep studies.
Methods: This cross-sectional study carried out on 840 students of Ilam University of Medical Sciences by using a researcher-made questionnaire including three dimensions; interaction, subject and class management, and organizational tasks. Validity and reliability of the questionnaire was confirmed by content and construct validity and alpha cronbach. An acceptance criterion was used in order to total evaluation of the scale. Data collected analyzed by SPSS software and Mann-whitney and Kruskal-Wallis tests.
Results: Totally, 36 percent of students studied assessed lecture, good. In interaction subscale, opportunity for questioning by the teacher and team work by learners gained the highest (51.3%) and lowest (28.6%) desirability among all variables respectively. Time spent for session and course topics cover in organizational tasks, gained highest (57.2%) and lowest (32.4%) desirability among the subscale variables. A significant difference was found between girls and boys by subject and class management (P Value<0.05).
Conclusion: the results showed that lecture cannot achieve the acceptance satisfaction in the most of educational goals. So, it is necessary that educational systems’ policy makers replace this method with appropriate methods in many of courses or try for optimizing the method with deep studies.
Type of Study: Orginal |
Subject:
General
Received: 2014/10/21 | Accepted: 2014/10/21 | Published: 2014/10/21
Received: 2014/10/21 | Accepted: 2014/10/21 | Published: 2014/10/21
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