Examining relationship between Shiraz University faculty members' preference curriculum development model and their performance in teaching strategies and methods, and evaluation techniques in teaching-learning process

Mohammadi, Mehdi; Marzooghi, Rahmatallah; Torkzade, Jafar; Nazemnezhad, Neda

Examining relationship between Shiraz University faculty members' preference curriculum development model and their performance in teaching strategies and methods, and evaluation techniques in teaching-learning process

Authors

Mehdi Mohammadi ¹

Rahmatallah Marzooghi ²

Jafar Torkzade ¹

Neda Nazemnezhad ³

¹ Assistant Professor, Faculty of Psychology and Education, Shiraz University, Shiraz, Iran

² Associate Professor, Faculty of Psychology and Education, Shiraz University, Shiraz, Iran

³ MA in Education Management, Shiraz University, Shiraz, Iran

Abstract

Approaches of faculty members toward curriculum planning area base for application of their teaching methods, teaching strategies and evaluation techniques. The general purpose of this study was to investigate the relationship between Shiraz University faculty members’ preference of curriculum development model and their performance in teaching strategies and methods, and evaluation techniques in teaching-learning process. A descriptive and explanatory research method was chosen for this study. The statistical population included 661 faculty members at Shiraz University in 2010-11 academic-years. By cluster sampling method, 171 faculty members were selected. The research instruments included a researcher made scale based on 3 models of curriculum and faculty members’ performance in teaching-learning process (Lester & Bishop, 2000). The data was analyzed by using Freedman test and multivariate analysis of variance. The results of research showed that semi- centralized model was the preferred curriculum model for faculty members at Shiraz University. The interaction between curriculum development model and teaching experiences had significant relationship with teaching methods, but it didn’t have significant relationship with assessment strategies and skills. The interaction of faculty members’ preference of curriculum development model had significant relationship with faculty’s academic rank, but it didn’t indicate significant relationship with teaching methods, teaching strategies and assessment techniques.

Keywords

Curriculum Development Model

faculty members

teaching strategies

Teaching Methods

Assessment Techniques

Shiraz University