بررسي روابط ساده و چندگانه ساخت وسازگرايي در كلاس و شيوه اجراي برنامه درسي (رويكردهاي تدريس و ارزيابي ) با رويكردهاي يادگيري دانشجويان در دوره هاي كارشناسي دانشگاه شيراز

The Simple and Multiple Relationships of Constructivism in Classroom and Curriculum Implementation (Teaching and Assessment Approaches) with Studentsʹ Learning Approaches at Shiraz University

The aim of this study was to investigate the relationship of constructivism in classroom and curriculum implementation (teaching and assessment approaches) in higher education with studentsʹ learning approaches. 670 ranomly selected students at Shiraz University completed five Questionnaires (SPQ, CSEQ, CLES, and teaching and assessment approaches questionnaires). By analyzing the data the following results were obtained. Many students believed that they use a deep approach to learning, while their teachers used teaching-oriented approach and reproductive approach of assessment. There was a significant correlation between learning-oriented approach of teaching and constructivism in classroom. Also learning-oriented approach of teaching had positive and significant correlation with organization and application approaches of assessment. Teaching-oriented approach had positive and significant relationship with surface and deep approaches of learning, but learning-oriented approach of teaching only had significant relationship with achievement approach of learning. Emphasis on academic and cognitive qualities by colleges had positive and significant relationship with organization and application approaches of assessment. Emphasis on professional and actual qualities by colleges had negative but significant relationship with reproductive approach of assessment, and positive and significant relationship with organization and application approaches of assessment. The results of research indicated that curriculum implementation (teaching and assessment approaches) predicts studentʹs learning approaches. Also, constructivism in classroom directly predicts deep learning approach. We did not find any significant relationship between learning approaches and college emphasis on academic, cognitive and professional qualities. Moreover the results indicated that constructivism in classroom had positive and significant relationship with deep and achievement learning approaches.