Volume 30, Issue 6 (9-2023)
RJMS 2023, 30(6): 345-354 |
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Research code: 01
Ethics code: IR.IAU.BABOL.REC.1403.047
Clinical trials code: 01
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Salehi D, Hoseini Daronkolaei S Z, Hoseinzadeh B. The Effect of Indicators of Higher Education Management with the Approach of Educational Neuroscience on the Cognitive Strategies of Students of Farhangian University of Tehran. RJMS 2023; 30 (6) :345-354
URL: http://rjms.iums.ac.ir/article-1-8196-en.html
URL: http://rjms.iums.ac.ir/article-1-8196-en.html
Assistant Professor, Department of Educational Sciences, Babol Branch, Azad University, Babol, Iran , s.zahra.hoseini61@gmail.com
Abstract: (379 Views)
Background & Aims: Educational neuroscience is an interdisciplinary research field that combines neuroscience, psychology, and education to understand learning and teaching processes better. This science examines how the brain works during learning, memory formation, and interactions between the brain and the educational environment. One of the main goals of educational neuroscience is to discover and understand the neural mechanisms that are the basis of cognitive abilities such as attention, memory, and problem-solving. Using this knowledge, it is possible to design more effective training methods that are in harmony with the way the brain works. During their studies, students face many challenges that can affect their learning and academic performance. Educational neuroscience examines these challenges and their effects on the brain and the learning process to help students study better and be more successful. For example, stress is one of the important factors that can negatively affect cognitive performance. Studies have shown that high stress, especially during exams, can impair memory and reduce students' ability to learn new material. This science teaches us that managing stress and creating a balance between work and rest can help improve academic performance. Management of higher education with the approach of educational neuroscience can have a profound effect on students' cognitive strategies. This approach, based on a deep understanding of how the brain works in the learning process, seeks to create educational and management environments that aim to optimize students' cognitive performance. One of the key indicators in this field is to pay attention to educational methods based on scientific evidence that uses the findings of educational neuroscience to design and improve learning strategies. For example, research shows that active and collaborative learning can enhance neural activities related to memory and critical thinking, so creating more opportunities for this type of learning in classrooms can help improve students' cognitive performance. The use of educational methods based on neuroscience can help to develop and improve students' mental skills. These skills can include memory, concentration, critical thinking, and problem-solving. Considering the importance of metacognition in the learning process, the implementation of higher education management indicators with the approach of educational neuroscience can help improve students' metacognition. This helps to improve their cognitive abilities and thinking which inhibits and accelerates their learning. Considering the process of rapid changes in higher education, this approach helps universities to improve, change, and adapt to the needs of society and the labor market. The use of educational neurosciences in the design and implementation of educational programs can facilitate the optimization of cognitive processes, therefore, in this study, the influence of higher education management indicators with the approach of educational neurosciences on the cognitive strategies of students of Farhangian University of Tehran was carried out.
Methods: This research was fundamental-applicative in terms of its purpose, and in terms of the type of data, it was a combination (qualitative-quantitative) of the exploratory type, which was in the qualitative part of the Grand Theory method and the descriptive-correlation part. The statistical population in the qualitative part included academic expert managers (faculty members) and organizational experts, and in the quantitative part, it included all students of Farhangian universities in Tehran. In the qualitative section, 12 out of 25 people were selected according to the principle of saturation and targeted sampling, and in the quantitative section, 370 out of 12,473 people were selected based on the calculation of the sample size in structural equations and stratified random sampling. The data collection tool was a semi-structured interview in the qualitative section a 50-question researcher-made questionnaire of higher education management with an educational neuroscience approach derived from theoretical foundations, research background, and interviews with experts, and a 49-question cognitive strategies questionnaire. The method of data analysis in the qualitative part was theoretical coding (open, central, and selective), and the quantitative part included descriptive and inferential statistics (structural equation modeling and confirmatory factor analysis).
Results: The results show the existence of a strong and meaningful relationship between higher education management with the educational neuroscience approach (exogenous latent variable) and cognitive strategies (endogenous latent variables). Path coefficients of 0.531 for cognitive strategies show that higher education management based on educational neuroscience has a positive effect on both types of strategies.
Conclusion: The results show that the management of higher education with the approach of educational neuroscience improves basic cognitive processes. This finding can mean that higher education, which is designed and managed based on a scientific understanding of how the brain works, helps students to do better not only in learning information but also in managing and optimizing their learning process. The results of the research emphasize that the management of higher education with the approach of educational neuroscience has a significant effect on the improvement of cognitive strategies. This shows the importance of implementing neuroscience principles in the design and management of education to help improve the quality of learning and develop self-regulation skills. For further improvement, it is suggested to pay more attention to strengthening students' metacognitive skills in educational programs and to design professional development programs for faculty members in a way that helps to improve these skills. Also, examining other factors affecting cognitive strategies can help provide a more comprehensive picture of the effective components of improving educational quality.
Methods: This research was fundamental-applicative in terms of its purpose, and in terms of the type of data, it was a combination (qualitative-quantitative) of the exploratory type, which was in the qualitative part of the Grand Theory method and the descriptive-correlation part. The statistical population in the qualitative part included academic expert managers (faculty members) and organizational experts, and in the quantitative part, it included all students of Farhangian universities in Tehran. In the qualitative section, 12 out of 25 people were selected according to the principle of saturation and targeted sampling, and in the quantitative section, 370 out of 12,473 people were selected based on the calculation of the sample size in structural equations and stratified random sampling. The data collection tool was a semi-structured interview in the qualitative section a 50-question researcher-made questionnaire of higher education management with an educational neuroscience approach derived from theoretical foundations, research background, and interviews with experts, and a 49-question cognitive strategies questionnaire. The method of data analysis in the qualitative part was theoretical coding (open, central, and selective), and the quantitative part included descriptive and inferential statistics (structural equation modeling and confirmatory factor analysis).
Results: The results show the existence of a strong and meaningful relationship between higher education management with the educational neuroscience approach (exogenous latent variable) and cognitive strategies (endogenous latent variables). Path coefficients of 0.531 for cognitive strategies show that higher education management based on educational neuroscience has a positive effect on both types of strategies.
Conclusion: The results show that the management of higher education with the approach of educational neuroscience improves basic cognitive processes. This finding can mean that higher education, which is designed and managed based on a scientific understanding of how the brain works, helps students to do better not only in learning information but also in managing and optimizing their learning process. The results of the research emphasize that the management of higher education with the approach of educational neuroscience has a significant effect on the improvement of cognitive strategies. This shows the importance of implementing neuroscience principles in the design and management of education to help improve the quality of learning and develop self-regulation skills. For further improvement, it is suggested to pay more attention to strengthening students' metacognitive skills in educational programs and to design professional development programs for faculty members in a way that helps to improve these skills. Also, examining other factors affecting cognitive strategies can help provide a more comprehensive picture of the effective components of improving educational quality.
Type of Study: Research |
Subject:
Clinical Psychiatry
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