Showing 2 results for Ataee
Mojtaba Panjehpour, Negar Ataee,
Volume 11, Issue 9 (3-2012)
Abstract
Introduction:
The importance of biochemistry as a basic subject in biomedical sciences evokes its active learning through motivation of the students. This study aims to compare the effectiveness of , problem solving method with lecture-based method in the teaching of metabolic biochemistry.
Method
This study was done as a semi-experimental method among 43 nutrition undergraduate students of Isfahan university enrolled in metabolic biochemistry during the second semester at 2009 . After introducing the problem solving method to the students, they made their own group work to study and search about the presented , problem solving method subject (pentose phosphate pathway). A valid questionnaire completed by students was used to evaluate the usefulness and effectiveness of the applied method. The questions were divided in to 3 different fields consist motivation, interest and participating in group work. Student also took part in an exam including two types of questions related to traditional method and PBL. Data analysis was carried out by t-test and Q-square with SPSS software.
Results
The 83.7 percent of the students appreciated the value and necessity of biochemistry as one of the most important courses of their curriculum. The student's satisfaction of applying flexible educational methods for more effective and better learning is about 88.4%, as well as 66.7% for using , problem solving method. The mean and variance of motivation and interest, learning, and participation in group work were (66+16),( 68+16) and (70 +17), respectively. But any significant difference between student's exam scores in the traditional method and PBL was not seen.
Conclusion
The results show that implementations of , problem solving methods encourage students’ motivation and improve life-long and active acquired knowledge.
Seyyed Nasrollah Hosseini , Mehdi Mirzaei Alavijeh, Mari Ataee, Farzad Jalilian, Behzad Karami Matin, Latifeh Rastegar,
Volume 14, Issue 5 (8-2014)
Abstract
Introduction: E-learning is an individualized education and due to its low costs, Iranian universities have suggested the use of this method. In this context, recognizing the factors affecting the adoption and use of e-learning is important. The study was performed to determine the usefulness, ease of use and perceived barriers to E-learning considering the viewpoints of faculty members of Kermanshah University of Medical Sciences.
Methods: This descriptive cross-sectional study was conducted in year 2013 among faculty members of Kermanshah University of Medical Sciences. Participants were selected through simple random sampling with probability proportional to size. Data were collected using questionnaire through self-report. Data were analyzed using independent t-test and one-way ANOVA statistical tests at 95% significant level.
Results: The highest scores were respectively related to the domains of barriers (70.5 %) ease of use (68.4 %) and perceived usefulness (67.2 %). Highest scores in the three domains of usefulness, ease of use and barriers related to the items, were respectively related to the items of “more access to other experienced teachers in distance”, “ease of using computer software related to E-learning” and “low speed internet service” that achieved the mean scores 3.82±0.76, 3.6±0.95, 4.14±0.83 respectively out of 5 as a total score.
Conclusion: Considering the fact that perceived barriers had a greater proportion in E-learning among faculty members, therefore, it seems emphasis on perceived barriers can lead to beneficial results in E-learning.
