Volume 30, Issue 2 (4-2023)
RJMS 2023, 30(2): 232-239 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1402.058
Clinical trials code: 01
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Esmaeili N, Amanzadeh A. Designing a Relationship Model between Servant Leadership Style with Knowledge Sharing with the Mediating Role of Social Capital in Mazandaran University of Medical Sciences. RJMS 2023; 30 (2) :232-239
URL: http://rjms.iums.ac.ir/article-1-7747-en.html
URL: http://rjms.iums.ac.ir/article-1-7747-en.html
Assistant Professor Department of educational sciences, Sari Branch, Islamic Azad University, Sari, Iran. , ah.amanzadeh@yahoo.com
Abstract: (210 Views)
Background & Aims: Nowadays, one of the most important concerns of education administrators, parents, and students is the discussion of learning to achieve academic success. On the other hand, traditional teachings are not effective either; because they cannot meet the needs of today's learners. For this purpose, teachers are looking for new methods and approaches for better and more effective education. Quality education is another important concern of teachers. The teachers have well understood that the uniformity and lack of initiative in the teaching method cannot provide the basis for the academic growth and success of the students. Also, one of the educational inefficiencies in today's schools is the inadequacy of the teaching time with the educational content in the classrooms, especially in the interaction between the teacher and the student, which has seriously challenged the educational program. As a result, teachers should look for a new approach to teaching and learning that has a different look at the classroom. One of the most appropriate of these new methods of education is individual education, including reverse education. The reverse teaching method is one of the new teaching methods that has received a lot of attention in the last decade. Reverse education is one of the approaches that in recent years, especially since 2004, has drawn the attention of experts and those involved in education and learning. For years, teachers have been looking for ways to change traditional teaching methods. Even the most dynamic speeches are boring. The application of information and communication technology in education has made a new type of learning possible in such a way that learning is possible in environments other than the classroom environment. The flipped classroom is changing the educational space from a large place to an individual learning space and providing learning content outside the classroom. Acquiring new information and learning at home and homework is done in schools. The teacher prepares and records a video file from the classroom and provides it to the learners through online software before the class starts. With the expansion of information technology and the penetration of remote communication tools into the depth of society, the tools and methods of education have been transformed, in such a way that every person can, at any time and in any place, with the facilities at his disposal and in Learn in the period determines. Even when the Internet emerged, this phenomenon was more seriously considered. Therefore, according to the above, the main problem of the current research is to answer the question, does reverse education affect academic resilience and academic motivation of 11th-grade female students in Sari City?
Methods: In terms of practical purpose, this research was a field data collection method, and in terms of descriptive nature, it was a quasi-experimental type (pre-test-post-test with a control group). The statistical population included all 11th grade female students in Sari city in the year 1400-1401, numbering 1450 people, 40 of which were randomly selected from the 11th grade students of the second secondary school and after the pre-test was conducted among 40 people, 30 people who got the lowest score (15 people in the experimental group and 15 people in the control group) were selected as samples. The data collection tool was Samuels's (2004) and Harter's (2001) standard academic resilience questionnaires. For data analysis, regression and univariate covariance (ANCOA) were performed using Spss22 software.
Results: The results showed that reverse education affects academic resilience and academic motivation of 11th-grade female students in Sari City. It can be said that reverse education has increased the academic resilience of 11th-grade female students in Sari.
Conclusion: In general, it can be concluded that teachers' teaching approaches play an important role in encouraging learners to adopt the best learning method. On the other hand, reverse education creates a suitable environment for the relaxation of students to enter the class without stress and anxiety and be fully prepared, their self-confidence and participation in class activities also increase and that's all. It improves the level and level of resilience of students. Also, students have important capacities whose flourishing is a necessary and basic condition for the success and development of today's societies, but the existence of multiple risk factors in this path always leads to short-term and long-term personal and social damages. During their studies, many students face problematic social and educational situations in the classroom, at home, and in the community, which can lead to their failure in school and face their future life with weakness and disability. According to the results, it is suggested that using the reverse teaching method by the teachers for the academic resilience of the students, to create and strengthen academic motivation, and that the teachers use this method of short recorded lectures as a supplement to the book. Use reference books and prepare compact tablets for at least 2-3 weeks before the start of classes.
Methods: In terms of practical purpose, this research was a field data collection method, and in terms of descriptive nature, it was a quasi-experimental type (pre-test-post-test with a control group). The statistical population included all 11th grade female students in Sari city in the year 1400-1401, numbering 1450 people, 40 of which were randomly selected from the 11th grade students of the second secondary school and after the pre-test was conducted among 40 people, 30 people who got the lowest score (15 people in the experimental group and 15 people in the control group) were selected as samples. The data collection tool was Samuels's (2004) and Harter's (2001) standard academic resilience questionnaires. For data analysis, regression and univariate covariance (ANCOA) were performed using Spss22 software.
Results: The results showed that reverse education affects academic resilience and academic motivation of 11th-grade female students in Sari City. It can be said that reverse education has increased the academic resilience of 11th-grade female students in Sari.
Conclusion: In general, it can be concluded that teachers' teaching approaches play an important role in encouraging learners to adopt the best learning method. On the other hand, reverse education creates a suitable environment for the relaxation of students to enter the class without stress and anxiety and be fully prepared, their self-confidence and participation in class activities also increase and that's all. It improves the level and level of resilience of students. Also, students have important capacities whose flourishing is a necessary and basic condition for the success and development of today's societies, but the existence of multiple risk factors in this path always leads to short-term and long-term personal and social damages. During their studies, many students face problematic social and educational situations in the classroom, at home, and in the community, which can lead to their failure in school and face their future life with weakness and disability. According to the results, it is suggested that using the reverse teaching method by the teachers for the academic resilience of the students, to create and strengthen academic motivation, and that the teachers use this method of short recorded lectures as a supplement to the book. Use reference books and prepare compact tablets for at least 2-3 weeks before the start of classes.
Keywords: Medical service education, Medical education, Jundishapur University of Medical Sciences, Ahvaz
Type of Study: Research |
Subject:
Clinical Psychiatry
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