نقش میانجی یادگیری مشارکتی در رابطه شایستگی تدریس و صلاحیت حرفه ای اعضای هیأت علمی با دستاورد تحصیلی دانشجویان (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
هدف پژوهش حاضر بررسی نقش میانجی یادگیری مشارکتی در رابطه شایستگی تدریس و صلاحیت حرفه ای اعضای هیأت علمی با دستاورد تحصیلی دانشجویان دانشگاه سمنان می باشد. پژوهش حاضر با توجه به هدف، کاربردی و با توجه به نحوه گردآوری داده ها از نوع تحقیقات توصیفی همبستگی محسوب می شود. جامعه آماری پژوهش شامل تمام دانشجویان کارشناسی و کارشناسی ارشد دانشگاه سمنان (16000 نفر) بودند که با استفاده از روش نمونه گیری خوشه ای 260 نفر به عنوان نمونه پژوهش (179 نفر کارشناسی و 81 نفر کارشناسی ارشد) انتخاب شدند. همه آن ها مقیاس های شایستگی تدریس اعضای هیأت علمی، صلاحیت حرفه ای اعضای هیأت علمی، یادگیری مشارکتی و دستاورد تحصیلی دانشجویان را تکمیل کردند. پس از محاسبه روایی و پایایی ابزارها، داده ها با استفاده از روش های آماری همبستگی و تحلیل مسیر تحلیل شدند. یافته ها نشان داد که: بین شایستگی تدریس اعضای هیأت علمی، صلاحیت حرفه ای اعضای هیأت علمی، یادگیری مشارکتی و دستاورد تحصیلی دانشجویان رابطه مثبت و معنادار وجود دارد. شایستگی تدریس اعضای هیأت علمی بر دستاورد تحصیلی دانشجویان با میانجی گری یادگیری مشارکتی اثر غیرمستقیم و معناداری دارد؛ اما این اثر به صورت مستقیم معنادار نیست. صلاحیت حرفه ای اعضای هیأت علمی بر دستاورد تحصیلی دانشجویان اثر مستقیم و معناداری دارد؛ اما با میانجی گری یادگیری مشارکتی اثر غیرمستقیم و معناداری بر دستاورد تحصیلی دانشجویان ایفا نمی کند.The Mediating Role of Cooperative Learning in Relation with Teaching Qualification and Professional Competence of Faculty Members with Students’ Academic Achievement
Future developments of the country in terms of economic, social, cultural and political fields depend on students’ competencies and the programs offered by higher education and extending and improving the learning and teaching are the most important priorities of higher education. In this regard, one of the most important elements of higher education and universities is faculty members who play a decisive and undeniable role in achieving the goals and missions of higher education in quantitative and qualitative terms, so, examining their qualifications and competencies in different dimensions especially in the field of teaching and the impact they can have on improving the quality of learners’ learning and their achievements of education is very necessary. Accordingly, the aim of the present study is to examine the mediating role of cooperative learning in relation with teaching qualification and professional competence of faculty members with the students’ academic achievement at Semnan University. Method present study is regard, purpose is practical and is regard method of data collection, it is considered as descriptive-correlational. The statistical population of the study consisted of all B.A and M.A students (16,000 people) of Semnan University in the academic year 1394-95 of which 260 people were selected as the sample of the study using cluster sampling method (179 B.A students and 81 M.A students). All of them completed faculty members’ teaching qualification (Robert et al, 2009), faculty members’ professional competence (Robert et al, 2009), cooperative learning (Moghimi & Ramezani, 2013) and students’ academic achievement (Pace & Kuh, 2000) scales. The data were analyzed by using statistical correlation techniques and path analysis after the validity and reliability of the scales were assessed. Based on the purpose of the study, the following hypothesis was considered and followed up. Teaching qualification and professional competence of faculty members with the mediation of cooperative learning have an indirect and significant effect on students’ academic achievement. Results The findings showed that there is a significant positive relationship between teaching qualification, professional competence of faculty members, cooperative learning and students’ academic achievement. Teaching qualification of faculty members has an indirect and significant effect on students’ academic achievement with the mediation of cooperative learning, but the direct effect is not significant. Professional competence of faculty members has a direct and significant effect on students’ academic achievement but it does not have an indirect and significant impact on students’ academic achievement with the mediation of cooperative learning. Teaching qualification and professional competence of faculty members and cooperative learning explain 18% of variance of students’ academic achievement. Discussion The results of this study indicated the importance of paying attention to the teaching qualification and professional competence of faculty members and cooperative learning in increasing the students’ academic achievement. The use of question generation techniques in implementation of teaching, assessment of students’ knowledge, insight and skills in accordance with teaching objectives; challenging students in relation to teaching activities; using appropriate evaluation methods and providing proper learning opportunities by faculty members can improve students’ professional achievements. Also, fostering students’ mental achievement by faculty members through supporting students in solving problems associated with the lesson, challenging students’ ideas on educational activities; using different resources to improve educational activity, and students support in order to find suitable educational resources can also be another reason for the findings of this study.
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