The effectiveness of instruction based on moderation of learning orientation teachers in interacting with teachers teaching styles on students academic self-concept and performance

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Eslamy Esmail; Khafarri Ozra; Mousazadeh Tavakkol; HASHEMI TOURAJ; FATHIAZAR ESKANDAR

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Journal: JOURNAL OF COGNITIVE STRATEGIES IN LEARNING Year:2020 | Volume:7 | Issue:13 Page(s): 213-232

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Title

The effectiveness of instruction based on moderation of learning orientation teachers in interacting with teachers teaching styles on students academic self-concept and performance

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Keywords

Teacher learning orientationQ1

teaching styleQ1

academic self-conceptQ2

Abstract

Objective The purpose of this study was to investigate the effect of educational package on modifying the orientation of teachers'' learning in interaction with teaching style in academic self-concept and academic performance of students. Methods The research method was semi-experimental design, pre-test and post-test design with control group. The study involved teachers and elementary school students attending the 97-96 school year. A total of 60 teachers were selected using a teaching style questionnaire in a screening method and were divided into two experimental and control groups of 30 people, so that in the experimental group, according to the teaching style, two groups of 15 were formed and in the control group according to the teaching style Two groups of 15 were formed. The teachers selected in the experimental and control groups were randomly assigned to each of the three students of each teacher as the final sample. In the experimental group, 6 training sessions (designed) were presented. In this research, three tools of the teaching style questionnaire (Moosapour) and academic self-concept (Coopersmit) and one academic achievement test with acceptable validity and reliability were used. The multivariate analysis of covariance was used. Results Results showed that modulation education Teachers'' orientation on academic self-concept and academic performance is effective and education based on modifying the orientation of teachers'' learning in interaction with the teaching style is effective on students'' academic performance in the student-centered subgroup more than the teacher-oriented subgroup. However, education based on modifying the orientation of teachers ''learning in interaction with teaching style does not affect students'' self-concept. Conclusion Teacher learning orientation is effective on students'' academic self-concept and academic performance And teachers ''learning orientation in interaction with teaching style is effective on students'' academic performance

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APA: Copy

Eslamy, Esmail, Khafarri, Ozra, Mousazadeh, Tavakkol, HASHEMI, TOURAJ, & FATHIAZAR, ESKANDAR. (2020). The effectiveness of instruction based on moderation of learning orientation teachers in interacting with teachers teaching styles on students academic self-concept and performance. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, 7(13 ), 213-232. SID. https://sid.ir/paper/255180/en

Vancouver: Copy

Eslamy Esmail, Khafarri Ozra, Mousazadeh Tavakkol, HASHEMI TOURAJ, FATHIAZAR ESKANDAR. The effectiveness of instruction based on moderation of learning orientation teachers in interacting with teachers teaching styles on students academic self-concept and performance. JOURNAL OF COGNITIVE STRATEGIES IN LEARNING[Internet]. 2020;7(13 ):213-232. Available from: https://sid.ir/paper/255180/en

IEEE: Copy

Esmail Eslamy, Ozra Khafarri, Tavakkol Mousazadeh, TOURAJ HASHEMI, and ESKANDAR FATHIAZAR, “The effectiveness of instruction based on moderation of learning orientation teachers in interacting with teachers teaching styles on students academic self-concept and performance,” JOURNAL OF COGNITIVE STRATEGIES IN LEARNING, vol. 7, no. 13 , pp. 213–232, 2020, [Online]. Available: https://sid.ir/paper/255180/en

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