Identifying evidence based teaching strategies that instructors use and practice in their classroom and their relationship with academic performance
Article Sidebar
Main Article Content
Abstract
The purpose of this study was to identify evidence based teaching strategies that instructors use and practice in their classroom
and their relationship with academic performance. A sample of 390 students was selected from among undergraduate students
who were enrolled in an introduction to psychology course offered by the department of humanities and social sciences
department at the Hashemite University. A questionnaire was developed to examine instructor's teaching practices in
classroom settings, The questionnaire consisted of 10 statements and each statement was categorized into “less practiced”,
“sometimes practiced”, and “most often”. The findings of this study showed that most of evidence based teaching practiced
in classroom settings at scientific and humanitarian faculties at Hashemite University sometimes. It also revealed that the level
of academic achievement among undergraduate students at scientific and humanitarian faculties was moderate.
Keywords: Evidence based teaching strategies; academic achievement, Hashemite University.
Downloads
Article Details
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).