A Pathological Study of the Existing Issues in the Teaching-Learning Process of Humanities Students at Islamic Azad University (Science and Research Branch) from the Perspective of Students

Objective: The teaching-learning process is a complex interplay of pedagogical methods, educational content, and institutional resources, necessitating a thorough examination of students' perspectives to identify deficiencies and inform effective improvements in higher education settings. Metho...

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Vydané v:Iranian Journal of Educational Research Ročník 4; číslo 2
Hlavní autori: Seyyed Foroogh Seyyedein Navan, Mohammad Javadi Pour, Keyvan Salehi
Médium: Journal Article
Jazyk:English
Vydavateľské údaje: University of Hormozgan 01.06.2025
Predmet:
grounded theory
pathological study
students' perceptions
teaching-learning process
ISSN:1735-563X, 2980-874X
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Shrnutí:Objective: The teaching-learning process is a complex interplay of pedagogical methods, educational content, and institutional resources, necessitating a thorough examination of students' perspectives to identify deficiencies and inform effective improvements in higher education settings. Methods: The present study employed grounded theory methodology at the conceptual organization level to examine the issues involved in the teaching-learning process at the College of Humanities in Islamic Azad University (Science & Research Branch) from the perspective of students. A purposive sampling method was utilized by conducting semi-structured interviews with 15 students (5 males and 10 females). Results: Based on the thematic analyses of the collected data, a set of themes emerged regarding the students' perceptions of deficiencies in the teaching-learning processes, encompassing five main categories and 16 subcategories. The identified themes revealed students' viewpoints and experiences regarding challenges in teaching methods, educational content, interaction with faculty, facilities and resources, and assessment methods. Conclusions: In summary, the study identified significant deficiencies in the teaching-learning processes suggesting that targeted improvements in teaching methods, resource allocation, and interaction could enhance educational effectiveness and student engagement.
ISSN:1735-563X
2980-874X