A Study on Impact of Information Technology and Modern Teaching Methods on the Quality of Teaching-Learning from Students' Perspective

Harzandi, Roghayeh; Harzandi, Ali
May 2014
Journal of Applied Sciences Research;2014, Vol. 10 Issue Special, p487
Academic Journal
As a descriptive survey, this study evaluates the effect of modern teaching methods on the quality of teaching-learning process from students' perspective. The population included the students of educational planning (96 individuals) out of which 80 individuals were selected according to Morgan's table through stratified random sampling. In order to evaluate basic components in the research, a researcher-made questionnaire based on a five-option Likert scale was used. For determining reliability, Cronbach's alpha was found to be 0.89. The results of single sample t-test indicated that the effect of modern teaching method on the quality of teaching-learning process from students' perspective was evaluated more than average.


Related Articles

  • How SoTL Put a College Teacher on the Road to Success After a Two-Decade Detour. Olson, Karen S. // International Journal for the Scholarship of Teaching & Learning;2010, Vol. 4 Issue 2, p1 

    After a two-decade "detour," a former elementary-school teacher returns to the classroom, this time as a college professor. Her discovery of the scholarship of teaching and learning (SoTL) and subsequent five-year SoTL journey are shared as 10 lessons that have influenced her teaching and...

  • Learner-centric Teaching. Rajendran, S. // Language in India;Sep2012, Vol. 12 Issue 9, p688 

    This paper articulates and discusses the principles of Learner-centric Teaching and how it differs from Teacher-centric Learning. It suggests that the Learner-centric teaching is the most effective method as it engages students working in and solving real-world problems in a meaningful context...

  • To Learn Is to Understand and to Understand Is to Innovate: An Inter-intra Socio-epistemological Process. Sáenz-Ludlow, Adalira // Constructivist Foundations;Jul2014, Vol. 9 Issue 3, p435 

    The author discusses aspects on the three levels of teaching methods which aimed to scaffold conceptual autonomy and innovation for graduate students areas of expertise. The author states the essential of methodological approach conceptualized in radical constructivism that uses various aspects...

  • Implications of Overt Manifestations of Expectancy Bias. Fanning, John F. // Educational Leadership;Apr1968, Vol. 25 Issue 7, p683 

    The article focuses on the analysis of a study about the apparent phenomenon of investigator bias and the possible relationship between experimenter bias and teacher expectancy. Experimenter bias is a phenomenon which may be exercising an adverse effect on the validity of a great deal of...

  • Perception of Mathematics Teachers on Cooperative Learning Method in the 21st Century. Taufik, Nurshahira Alwani Mohd; Maat, Siti Mistima // AIP Conference Proceedings;2017, Vol. 1847 Issue 1, p1 

    Mathematics education is one of the branches to be mastered by students to help them compete with the upcoming challenges that are very challenging. As such, all parties should work together to help increase student achievement in Mathematics education in line with the Malaysian Education...

  • The customer isn't always right: Limitations of 'customer service' approaches to education or why Higher Ed is not Burger King. Wueste, Daniel E.; Fishman, Teddi // International Journal for Educational Integrity;2010, Vol. 6 Issue 1, p3 

    The increasingly popular trend of conceptualising education in terms of "customer service" is, in some ways, attractive. It encourages educators to think in terms of meeting students' needs and to develop innovative ways to deliver their "product." In other ways, however, it fails to convey the...

  • Finding Your Place in the Scholarship of Teaching and Learning. Bernstein, Dan // International Journal for the Scholarship of Teaching & Learning;2010, Vol. 4 Issue 2, p1 

    The article focuses on the development of attitudes of higher education instructors to read what others are doing, evaluate their own successes and refine their teaching through consideration of the evidence before them in the emerging communities of scholarship in teaching and learning. It...

  • Applying The Teacher Scholar Model In The School of Business. Gardner, John C.; Carl B. McGowan Jr.; Moeller, Susan E. // American Journal of Business Education;Jun2010, Vol. 3 Issue 6, p85 

    The teacher-scholar model was proposed in Boyer (1990) and defines four dimensions of scholarship: 1) discovery, 2) integration, 3) application, and 4) teaching. In this paper, we describe the characteristics of scholarship, the theory of the scholarship of teaching, the excellent teacher, and...

  • Teachers� Conceptions of Teaching, and the Making of Specific Decisions in Planning to Teach. Eley, Malcolm G. // Higher Education;Mar2006, Vol. 51 Issue 2, p191 

    Teachers� conceptions of teaching, and broad approaches to teaching reported by teachers are both commonly found to range from teaching as information transmission, through to teaching as supporting students� own knowledge constructions. Further, conceptions and approaches have been...


Read the Article


Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics