Male vs. Female Mindsets on the Principles of Postmethod Pedagogy: A Case of Iranian EFL Teachers

2020 ◽  
Vol 23 (2) ◽  
pp. 5-23
Author(s):  
Samad Mirza Suzani
Keyword(s):  
Higher Education ◽  
Descriptive Statistics ◽  
The Other ◽  
Teacher Role ◽  
Male And Female ◽  
Female Teachers ◽  
Item Questionnaire ◽  
Significant Difference ◽  
Efl Teachers ◽  
Convenience Sampling

This study aimed to investigate Iranian male and female EFL teachers’ mindsets on the post-method pedagogy and to discover if there was any statistically significant difference between their mindsets on the principles of post-method pedagogy. To this end, 118 Iranian EFL teachers (72 male and 46 female teachers) from four higher education establishments in Shiraz and Ahvaz were selected through convenience sampling. A 22-item questionnaire based on the 5-odd parameters of post-method pedagogy (i.e., particularity, practicality, possibility, teacher role, and learner role) was administered, and the descriptive statistics and the independent sample t-test were utilized to analyze the data. Findings revealed that despite both groups’ holding positive mindsets on the post-method pedagogy, a significant difference existed between their mindsets on the post-method pedagogy in general as well as the principles of practicality and learner role so that the female teachers had significantly more positive mindsets than the male teachers. However, the male and female teachers’ mindsets were not significantly different in terms of particularity, possibility, and teacher role as the other principles of post-method pedagogy.

Investigating the Iranian EFL Teachers and Learners’ Beliefs about Teacher Efficacy

2016 ◽  
Vol 7 (6) ◽  
pp. 1097
Author(s):  
Ahmad Yaghoubi ◽  
Mojgan Nosrati Kordkandi
Keyword(s):  
Teacher Efficacy ◽  
Teaching And Learning ◽  
Descriptive Statistics ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Age Range

The present study was an attempt to investigate Iranian EFL teachers and learners’ beliefs about teacher efficacy. For the purpose of the study, 200male and female learners, between 20 and 34 years old (Mage = 27) and 50 male and female teachers, with the age range of 48 from Roudehen Islamic Azad University and Ershade Damavand University ,and Tehran Cental Branch participated in the study. The participants’ beliefs about teacher efficacy were measured using Bandura’s teacher efficacy (1997). The results showed that students’ belief about teacher efficacy was significantly better (t = 2.980, p = 0.001 < 0.01). Inspection of the both teachers and students’ answers to each question was done by descriptive statistics and also interview was made to find the underlying differences. The results of this study have implications for students, teachers, and all those involved in the area of teaching and learning.

scholarly journals A Study on the EFL Teachers’ Awareness of Classroom Observation Criteria

2016 ◽  
Vol 6 (6) ◽  
pp. 162
Author(s):  
Khalil Motallebzadeh ◽  
Aynaz Samir
Keyword(s):  
Sampling Method ◽  
Classroom Observation ◽  
Teaching Experience ◽  
T Test ◽  
Descriptive Statistics ◽  
Anova Test ◽  
Fields Of Study ◽  
Significant Difference ◽  
Efl Teachers ◽  
Convenience Sampling

<p>The aim of the present study was to investigate the Iranian EFL teachers’ awareness of classroom observation criteria. To this end, 123 Iranian EFL teachers at several language institutes and universities participated in this study. The participants were selected through the convenience sampling method. The instrument used for data collection was a questionnaire for evaluating the criteria used for classroom observation. The reliability of the questionnaire was calculated through Cronbach Alpha. The data were collected in person and through email; they were analyzed through descriptive statistics, independent samples t-test, and the analysis of variance (ANOVA). The descriptive statistics indicated that an increase in teaching experience results in an increase in teachers’ awareness of the classroom observation criteria. The independent samples t-test indicated that there was not a significant difference between gender and the teachers’ awareness of classroom observation criteria. The results obtained from the ANOVA test indicated that there was no difference statistically in teachers’ awareness of classroom observation criteria between the fields of study, and level of education. The result of ANOVA test showed that age had a significant impact on teachers’ awareness of observation criteria. The findings of this study showed that a high percentage of Iranian EFL teachers are aware of the classroom observation criteria.</p>

scholarly journals The Integration of Verbal Humor into EFL Classrooms: The Issues of Appropriateness and Relevance in Focus

2021 ◽  
pp. 14-27
Author(s):  
Minoo Alemi ◽  
Hessameddin Ghanbar ◽  
Atefeh Rezanejad
Keyword(s):  
Qualitative Study ◽  
Classroom Environment ◽  
English Language ◽  
Male Teachers ◽  
Male And Female ◽  
Female Teachers ◽  
Efl Teachers ◽  
Training Courses ◽  
Convenience Sampling ◽  
And Training

The present study examined the manifestations of Iranian male and female EFL teachers’ use of humor in the classroom environment. To this end, a qualitative study with 30 participants was implemented in two English language institutes in Iran. Equally, 15 male and female EFL teachers were selected by convenience sampling and their classes were audio-recorded and later transcribed for the examination of the types of humor they used and their frequency. Wanzer, Frymier, Wojtaszcyk, and Smith’s (2006) method of humor analysis and categorization of appropriateness was exploited for the analysis of the types of humor collected from the participants of the study. The results suggested that the use of humor by male teachers was more frequent than that of female teachers. It was revealed that 57% of the humor production was by male EFL teachers and 43% was produced by female EFL teachers. The results revealed that the most frequent humor type in male teachers’ classrooms was “funny comments” (27%), with “teasing students” (3%) being the least frequent one. In the case of appropriate humor use, similarly, female teachers used “funny comments” (52%) as the most frequent one, while there was no instance of “providing humorous examples”. Considering inappropriate humor use, both male and female teachers used “funny comments” (45%) as the most frequent type. The findings of the present study can be of use to EFL teachers and suggests the need for workshops and training courses on the integration of humor into EFL classes.

scholarly journals Gender Differences And Psychological Impacts In Higher Education During Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 290
Author(s):  
Iswadi Iswadi ◽  
Apriyanto Apriyanto
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Negative Effects ◽  
Male And Female ◽  
Postgraduate Students ◽  
Learning Platform ◽  
Significant Difference ◽  
E Learning ◽  
Efl Students ◽  
The Difference

<p><em>E-learning during covid-19 pandemic gives positive and negative effects on students’ psychology. One of the effects of E-Learning is students whose negative and positive perception towards the process of E-Learning. The objectives of the study are to know (1)  The difference perception between male and female EFL post-graduate students of the use of online learning platforms? (2). Impacts psychologically of E-learning during Covid-19 to female and male EFL students in higher education. The method of the study is mixed research with the explanatory sequential design. The participants were 31 EFL postgraduate students in PGRI Indraprasta University. The data collection technique of the study was questionnaires with a Likert scale and an open interview. The data analysis technique of the study is an independent sample t-test with SPSS 22.0 version and collection, reduction, display, and conclusion. The results of the study are: (1) There is no significant difference perception between male and female EFL postgraduate students of the use of online learning platform because the significance value (0.695) which is bigger than 0.05. (2)  E-learning during the Covid-19 pandemic did not  give anxiety, fear, fatigue, and saturation to female and male EFL students in higher education. Implication of this research is University must develop LMS (Learning Management System) for teaching EFL students</em></p>

scholarly journals Corruption in Nigeria: Theoretical Explanation

2016 ◽  
Vol 4 (1) ◽  
pp. 56
Author(s):  
Olusola O Karimu
Keyword(s):  
Social Learning ◽  
Cultural Values ◽  
Social Disorganization ◽  
Survey Design ◽  
Theoretical Explanation ◽  
Descriptive Statistics ◽  
Median Frequency ◽  
Male And Female ◽  
Convenience Sampling

<p>The purpose of the current study is to explain corruption from social learning and social disorganization perspectives. The study utilized survey design, participants were selected through convenience sampling and two thousand and fifty six respondents participated in the study. Descriptive statistics such as mean, median, frequency tables and percentages were adopted to analyze the data collected from the field. Both male and female participants, irrespective of their religion perceived that changes in cultural values have increased corruption in Nigeria. Majority of the participants noted that corruption as a behaviour is learned. The findings indicate that social learning and social disorganization theories are relevant in explaining incidents of corrupt practices in Nigeria.</p>

Use of WhatsApp in Higher Education

2016 ◽  
Vol 55 (2) ◽  
pp. 272-289 ◽  
Author(s):  
Çetin Güler
Keyword(s):  
Higher Education ◽  
Mobile Phone ◽  
Classroom Environment ◽  
Assessment Tool ◽  
Peer Assessment ◽  
The Other ◽  
Mobile Phone Application ◽  
Significant Difference ◽  
Assessment In Higher Education

The aim of this study is to investigate the use of WhatsApp application in anonymous peer assessment in higher education. The mobile phone application WhatsApp was used as both an anonymous and nonanonymous peer assessment tool in a classroom environment. The participants of the study were the students of two classes (sophomores and juniors), half of which were assigned to the anonymous peer assessment group and the other half to the nonanonymous peer assessment group for each class. The members of the anonymous groups used the personal messaging function of WhatsApp for assessment, whereas the nonanonymous groups used the group chat function of the application. WhatsApp was confirmed to be a valid tool for peer assessment, and it was shown that the required anonymity of the method was appropriate for the task. The students' perceived attitudes toward the procedure were found to be rather high, with no significant difference identified between the sophomores and junior groups related to the procedure.

scholarly journals An examination of phubbing and being phubbed behaviors among turkish teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 13-21
Author(s):  
Emre Suzer ◽  
Mustafa Koc
Keyword(s):  
Public Schools ◽  
Sampling Method ◽  
Personal Information ◽  
Educational Status ◽  
Target Population ◽  
Research Data ◽  
Descriptive Statistics ◽  
Significant Difference ◽  
Convenience Sampling ◽  
Generic Scale

In this study, it was aimed to examine teachers’ level of phubbing and being phubbed in terms of various variables. The study was designed as a survey research with a target population of teachers working in the Turkish public schools during the 2020-2021 academic years. The sample was formed using a convenience sampling method and made up of 307 (141 female, 166 male) teachers whose ages ranged from 23 to 64. Research data were collected through a questionnaire including “Personal Information Form”, “Generic Scale of Phubbing (GSP)” and “Generic Scale of Being Phubbed (GSBP)”. Descriptive statistics, correlation analyses and multivariate analysis of variance (MANOVA) tests were conducted for the analysis of the collected data. As a result of the research, participating teachers’ level of phubbing and being phubbed were determined as moderate level. There was no significant difference in terms of gender, educational status and branch variables. Regarding marital status variable, nomophobia and self-isolation levels of single teachers were found to be higher than those of married ones. Age was found to be negatively and weakly correlated with the levels of self-isolation. In addition, the levels of phubbing were found to be positively and moderately associated with the levels of being phubbed.

scholarly journals JOB SATISFACTION AMONG FEMALE TEACHERS OF PROFESSIONAL INSTITUTES OF NAVI MUMBAI

2021 ◽  
Vol 9 (66) ◽  
pp. 15467-15474
Author(s):  
Manjula Bhandari ◽  
Vivek Bapat
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Work Performance ◽  
Career Aspirations ◽  
Women Teachers ◽  
Years Of Experience ◽  
Female Teachers ◽  
Significant Difference ◽  
The Subject

This study investigated the factors behind job satisfaction among women teachers of professional institutes of Navi Mumbai. The researcher chose professional institutes because these are the centres of higher education where expectations from teachers are the highest and where their work performance is under constant review. The researcher decided to make women teachers as the subject of her study because they form the backbone of the profession and have high career aspirations. The major findings of the study showed that there is no significant difference in the job satisfaction dimensions of women teachers of professional institutes of Navi Mumbai with respect to age and years of experience.

scholarly journals An Analysis of Desirable Attributes for Strength and Conditioning Coaches as Perceived by Male and Female Population of Collegiate Athletes

2020 ◽  
Vol 9 (2) ◽  
pp. 16-29
Author(s):  
Severiano Tiberi ◽  
Jeremy Moody
Keyword(s):  
Ncaa Division I ◽  
Role Model ◽  
Collegiate Athletes ◽  
Male Gender ◽  
Descriptive Statistics ◽  
Division I ◽  
Strength And Conditioning ◽  
Female Population ◽  
Male And Female ◽  
Significant Difference

The present study aimed to suggest desirable attributes and characteristics for strength and conditioning coaches as perceived by the male and female population of collegiate athletes and statistically evaluate differences of perception between genders. Participants were 99 NCAA division I student-athletes (Male=56, Female=43) aged between 18-22 years of age, with a mean of 2.98 S&C sessions per week. Participants completed an electronic questionnaire to rank the importance of 17 research-based attributes through a 5-point Likert-type-scale. Descriptive statistics revealed that overall, “knowledgeable” and “communicative” were considered the most important attributes, whereas “overall size/muscularity” and “male gender” were the least desirable. With regards to perceived importance, attributes were ranked in the following order: knowledgeable, communicative, motivator, trustworthy, give positive feedback, approachable, organised, supportive, positive, honest, confident, role model, intense, physical fitness, sense of humour, overall size/muscularity, male gender. “Male gender” as an attribute was identified as the only significant difference in perception between genders (p = .017). The observed results are consistent with previous research that highlighted how several attributes and characteristics are important for strength and conditioning coaches. Thus, these results might foster reflection and guide personal and professional development of strength and conditioning coaches.

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