Volume 6, Issue 4 (December 2024)
IEEPJ 2024, 6(4): 163-174 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Rahmani A, Foroozanfar A, Rahmani E. (2024). The Effect of Problem-Based Learning Model in Learning Listening Comprehension (Case Study of Arabic Language Students at Farhangian University). IEEPJ. 6(4), 163-174. doi:10.22034/6.4.163
URL: http://ieepj.hormozgan.ac.ir/article-1-831-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-831-en.html
1- Associate Professor, Hormoz Studies and Research Center, University of Hormozgan, Iran , rahmani6038@gmail.com
2- Assistant Professor, Faculty of Human Sciences, University Of Hormozgan, Bandar Abbas-Iran
3- Professor of Arabic Language and Literature, University of Shiraz, Shiraz, Iran
2- Assistant Professor, Faculty of Human Sciences, University Of Hormozgan, Bandar Abbas-Iran
3- Professor of Arabic Language and Literature, University of Shiraz, Shiraz, Iran
Abstract: (2104 Views)
Objective: The objective of the present investigation is to examine the impact of problem-based learning (PBL) on the development of listening comprehension competencies in the Arabic language.
Methods: This research was conducted as a quasi-experimental study employing a pre-test-post-test framework inclusive of a control group. The statistical population under consideration comprised Arabic language students enrolled at Farhangian University of Bandar Abbas during the academic year 2022. The sampling technique utilized was a non-probability method, which resulted in the participation of 58 individuals who were randomly allocated into two distinct groups: an experimental group consisting of 29 individuals and a control group also comprising 29 individuals. The analysis of covariance (ANCOVA) technique was employed for the purpose of data analysis.
Results: The findings of this study indicated a statistically significant disparity between the experimental and control groups, demonstrating that the participants in the experimental group exhibited more pronounced changes.
Conclusions: Consequently, one may infer that the PBL approach has effectively enhanced students' listening comprehension abilities, thereby encouraging both educators and learners to implement the PBL strategy within the domain of listening comprehension to foster oral communication skills.
Methods: This research was conducted as a quasi-experimental study employing a pre-test-post-test framework inclusive of a control group. The statistical population under consideration comprised Arabic language students enrolled at Farhangian University of Bandar Abbas during the academic year 2022. The sampling technique utilized was a non-probability method, which resulted in the participation of 58 individuals who were randomly allocated into two distinct groups: an experimental group consisting of 29 individuals and a control group also comprising 29 individuals. The analysis of covariance (ANCOVA) technique was employed for the purpose of data analysis.
Results: The findings of this study indicated a statistically significant disparity between the experimental and control groups, demonstrating that the participants in the experimental group exhibited more pronounced changes.
Conclusions: Consequently, one may infer that the PBL approach has effectively enhanced students' listening comprehension abilities, thereby encouraging both educators and learners to implement the PBL strategy within the domain of listening comprehension to foster oral communication skills.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/12/7 | Accepted: 2024/09/21 | Published: 2024/12/1
Received: 2023/12/7 | Accepted: 2024/09/21 | Published: 2024/12/1
References
1. Adib Neia, A., Mohajer, Y., & Sheikhpoor, S. (2013). Comparison the effect of problem-solving and discovery teaching methods on the social problem-solving skills of female students. Research in Curriculum Planning, 10(36), 63-78.
2. Ahadi, F., & Soleimani, M. (2014). Comparing the Effect of Two Teaching Methods with Complete and Incomplete Worked Examples on Cognitive Load of Students in Medical Terminology [Original research article]. Iranian Journal of Medical Education, 14(4), 291-302. http://ijme.mui.ac.ir/article-1-2973-fa.html
3. Ahmadi, G. A., & Abdolmaleki, S. (2013). Investigating the effect of problem-solving model on creativity and academic performance in chemistry. Journal of Education and Learning Studies, 1(2), 1-21.
4. Alavi, C. (1997). Problem-Based Learning in a Health Sciences Curriculum. Adolescence, 32, 747-747.
5. Dewey, J. (2024). The Purpose of Education. Transformative Democracy in Educational Leadership and Policy: Social Justice in Practice, 1. [DOI:10.1108/978-1-83753-544-620241001]
6. Emamirizi, C., Haghani, F., & Yousefy, A. (2019). The study effect of using educational games in the teaching of geometry in achievement and creativity of the female students in third grade. Research in Curriculum Planning, 16(61), 64-74.
7. Fallace, T. (2009). John Dewey's influence on the origins of the social studies: An analysis of the historiography and new interpretation. Review of educational research, 79(2), 601-624. [DOI:10.3102/0034654308326159]
8. Fathi Abdollahi, A., Nikbakht, M., Tahriri, A., & Mahmoodi, F. (2022). Effectiveness of problem-based learning on cognitive load and educational achievement in advanced financial accounting II classroom. Journal of Modern Psychological Researches, 16(64).
9. Fouladi, M., Homayooni, S., Fekri, M., & Tahmasebi, A. (2022). The effectiveness of task-based language teaching (TBLT) in learning Arabic listening skill. ZABANPAZHUHI (Journal of Language Research), 14(44), 227-254.
10. Ghazavi, A., Jalaei, M., & Tajareh, A. Z.-e. (2020). The Correlation between Auditory perception and Syntactic Awareness in Undergraduate Learners of Arabic at the University of Kashan. Lisān-i Mubīn, 11(39), 107-126.
11. Jorgensen, C. G. (2012). John Dewey and the dawn of social studies: Unraveling conflicting interpretations of the 1916 report. IAP. [DOI:10.1108/978-1-61735-718-3]
12. Moradi, M., Koroushnia, M., & Afrasbi, Z. (2022). Investigating of the mediating role of social problems solving in the relationship among parental perception and psychological well-being of adolescences. Iranian Journal of Educational Research, 1(2), 1-19. [DOI:10.52547/ijer.1.2.1]
13. Panjehpour, M., & Ataee, N. (2012). Comparison the effectiveness of problem solving method with lecture-based method in the teaching of metabolic biochemistry [Original research article]. Iranian Journal of Medical Education, 11(9), 1318-1325. http://ijme.mui.ac.ir/article-1-2074-fa.html
14. Preeti, B., Ashish, A., & Shriram, G. (2013). Problem based learning (PBL)-an effective approach to improve learning outcomes in medical teaching. Journal of clinical and diagnostic research: JCDR, 7(12), 2896.
15. Renier, S. (2022). Reconstructing Dewey, Rethinking Education: The Legacy of John Dewey's Educational Thought and the Development of the Sciences de l'Éducation in France Since 1967. In Dewey, Education, and the Mediterranean (pp. 311-337). Brill. [DOI:10.1163/9789004534476_017]
16. Sabori Khosro shahi, H. (2010). Education In Globalization Period:Challenges And Needed Strategies To Face on. Strategic Studies of public policy, 1(1), 153-196. https://sspp.iranjournals.ir/article_631_312879ddb971c904c93e0eb296eef63f.pdf
17. Schmidt, H. G., Rotgans, J. I., & Yew, E. H. (2011). The process of problem‐based learning: what works and why. Medical education, 45(8), 792-806. [DOI:10.1111/j.1365-2923.2011.04035.x]
18. Zarshenas, L., Danaei, S. M., Oshagh, M., & Salehi, P. (2010). Problem Based Learning: An Experience of a New Educational Method in Dentistry. Iranian Journal of Medical Education, 10(2).
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
