The effective teaching factors from student’s viewpoint based on grounded theory method

Document Type : Original Article

Authors

1 Masters Degree in Educational Psychology, University of Birjand

2 Associate Professor, Department of Psychology, University of Birjand

3 Associate Professor, Department of Education, University of Birjand

Abstract

Teaching is the most important function of higher education system and its effectiveness is very important. Most effective teaching research has examined this issue with quantitative approach, Also, a limited number of studies have examined University students' perspectives qualitatively and through in-depth interviews, so the aim of this study is to examine the effective teaching based on grounded theory method. The statistical population of the study is successful and unsuccessful students of the fifth and higher semesters of University of Birjand. The reason for selecting fifth and upper semester students is their sufficient experience of how professors teach and the ability to distinguish effective and ineffective factors in effective teaching. 32 students of University of Birjand were selected by combined purposive sampling and were interviewed. Effective factors in effective teaching were identified in three sections: contextual factors (University facilities, education planning and classroom climate), causal factors (teacher role and student role) and consequences (student character change) and presented in a theoretical model. "Student's attracting" is detected as core concept of effective teaching. Effective teaching factors in priority order are new teaching methods, professor and student communication, class assignments, academic capabilities and student attracting. 3 major factors that lead to ineffective teaching are traditional teaching, large number of students and lack of expertise of professors. Based on findings, 30 strategies for effective teaching in higher education in 7 sections are presented, including: individual characteristics, use of technology and various teaching methods, monitoring and evaluation, guidance and motivation, teacher-student communication, class management and educational planning and educational and welfare facilities.

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Main Subjects

Qualitative Research in Behavioral Sciences (QRBS)
Volume 1, Issue 1
May 2022
Pages 1-14

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History

  • Receive Date: 02 March 2022
  • Revise Date: 11 June 2022
  • Accept Date: 12 June 2022

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