Investigation of the Causal Relationships between the Effective Factors of Participatory Learning in Primary Schools

Curriculum Research

دوره 3، شماره 1 - شماره پیاپی 7، فروردین 2022، صفحه 36-46   

نوع مقاله: Original Article

نویسندگان

Badralsadat Ghorishi¹؛ Parivash Jafari^{* 2}؛ Mehdi Bagheri³؛ Nader Gholy Ghorchian⁴

¹PhD Student, Department of Educational Management, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran.

²Faculty member, Educational Management Department, Science and Research Unit, Islamic Azad University, Tehran, Iran

³Faculty member, Educational Management Department, Science and Research Unit, Islamic Azad University, Tehran, Iran.

⁴Faculty Member, Department of Public Administration, Bandar Abbas Branch, Islamic Azad University, Tehran, Iran.

چکیده

Purpose: Learning is an important factor in life on which the survival and success of organizations depends. The purpose of this survey study is to investigate the causal relationships between the effective factors of participatory learning in primary schools in Bandar Abbas, Iran. The research is applied in terms of purpose. 
Methodology: The participants of the study consisted of 35 experts who were selected by purposive sampling. A researcher-made pairwise comparison questionnaire consisting of 5 influential factors of student, teacher, school principal, school atmosphere, and curriculum was used to collect data. The collected data were analyzed by DEMATEL technique. 
Findings: The results of the analysis based on ranking showed teacher factor at the top of ranking following with the student factor in the second rank; the third rank belonged to the school atmosphere factor, the curriculum factor was ranked fourth; the principal factor fifth. The results also showed that the teacher factor (R+J=23.91; R-J=0.35) had the most interaction (impact / influence) and then respectively, the student (R+J=23.87; R-J=-0.35), the school atmosphere (R+J=23.85; R-J=1.00), the curriculum (R+J=22.88; R-J=-0.71), and, the principal factors (R+J=22.53; R-J=-0.30) considered the most interacting of all. The school atmosphere (R=12.42) was the most influential factor on the other factors, then the teacher (R=12.13) was the next influential factor, which according to the R-J value of these two influential factors are pure. The most influential factors were the curriculum, the student and the principal, respectively. 
Conclusion: According to the results, the content of textbooks should be written and compiled with a special focus on this method of teaching and learning. Also, new determining scales of the correct performance of participatory learning should be developed and used.

کلیدواژه‌ها

Participatory learning؛ Teacher؛ Curriculum؛ School atmosphere؛ Student