Farshid Chahartangi; Hamidreza Shoraka; Sakineh Sabzevari
Abstract
Background: Time management and metacognitive strategies are the most important academic skills of students to achieve scientific success.Objectives: The current study aimed at comparing the effect of the two widely used teaching methods, role-playing, and lecturing, on learning the communication skills ...
Read More
Background: Time management and metacognitive strategies are the most important academic skills of students to achieve scientific success.Objectives: The current study aimed at comparing the effect of the two widely used teaching methods, role-playing, and lecturing, on learning the communication skills among health workers of Kerman health centers in Iran, 2018.Methods: This descriptive-analytical cross-sectional study was conducted in 2019 on 322 graduate students. The time-management questionnaire developed by Britton and Tesser and the Metacognitive Awareness Inventory Schraw and Dennison were used to collect data. Data were analyzed using descriptive statistics (frequency, mean, and standard deviation) and Pearson correlation coefficient, and Multivariate Linear Regression by SPSS software.Results: The mean score of time management in students was 5.24±32.41 (14-70) and the mean score of metacognitive strategies was 11.56±148.97 (52-260), which showed the -moderate level of students regarding these factors. A positive and significant relationship was observed between time management and metacognitive strategies (P <0.050).Conclusion: Time management and metacognitive strategies of graduate students of Kerman University of Medical Sciences is at a moderate level. Due to the relationship between time management and metacognitive strategies, it is recommended to pay attention to metacognitive components in teaching and learning methods. It is also suggested to plan for the creativity and innovation of these students to use their ability to achieve organizational goals.
Atena Rahmati; Sakineh Sabzevari; Mahmoud Reza Dehghani
Volume 12, Issue 5 , February 2016, , Pages 718-724
Abstract
Background & Objective: An important individual difference among students is their learning approaches Learning approaches are styles through which the learner selects information and integrates them Identifying students learning approaches and educational planning result in the attainment of educational ...
Read More
Background & Objective: An important individual difference among students is their learning approaches Learning approaches are styles through which the learner selects information and integrates them Identifying students learning approaches and educational planning result in the attainment of educational achievements by students The aim of this study was to evaluate learning approaches and determine their relationship with demographic characteristics of postgraduate students of Kerman University of Medical Sciences Iran Methods: This was a descriptive analytical correlational study on 400 postgraduate students selected through random sampling The data collection tool consisted of a questionnaire with two sections of demographic characteristics and learning approaches Data were analyzed using descriptive statistics (frequency mean and standard deviation) and ANOVA and chisquare tests in SPSS software Results: The frequencies of deep surface and surfacedeep approaches among the students were 705% 235% and 60% Moreover among demographic characteristic the students occupation had a significant relationship with their approaches to learning (P = 0032) There was no relationship between learning approaches and other demographic characteristics of students Conclusion: This study showed that the majority of postgraduate students in Kerman University of Medical Sciences preferred the deep learning approach This learning approach had a significant relationship with their occupation It frequency was higher in unemployed people These findings are useful for the university and professors