Document Type : Scientific - Research

Authors

• Rahim Moradi ¹
• Mojtaba Zolfaghari ²
• Esmaeil Ghaderifar ³
• Naser Meighani ⁴

¹ Associate Professor, Department of Mechanical Engineering, Technical and Engineering Faculty, Arak University, Arak, Iran

² Associate Professor, Department of Mechanical Engineering, Arak University, Arak, Iran

³ Advisor to the President's Science and Technology Vice President

⁴ Master of Mechanical Engineering, Arak University of Technology, Arak, Iran

Abstract

The purpose of this research was to investigate the effect of reality-based teaching strategy on self-directed learning and academic by method of action learning, enthusiasm of mechanical engineering students of Arak University. The research method was a semi-experimental pre-test-post-test type with a control group. The statistical population of the research included all mechanical engineering students of Arak University in the academic year of 2022-23. The number of 24 students who had taken the Persher Wessel course in the second half of the academic year were selected by available sampling method, and then the selected sample was randomly selected in the form of experimental groups (14 people) and control groups (14 people). To collect data, self-directed learning questionnaire was used by Fisher et al. (2013) and Gonius and Kozo's academic enthusiasm questionnaire (2015). The experimental group was trained during eight sessions using a reality-based teaching strategy, and the control group was trained in the usual and traditional way. Multivariate covariance analysis was used to analyze the data. The findings showed that after adjusting the pre-test scores, there is a significant difference between the experimental and control groups in the variables of self-directed learning and academic enthusiasm;

Keywords

• Reality-Based Teaching
• Action Learning
• Self-Directed Learning
• Academic Enthusiasm
• Mechanical Engineering

Main Subjects

• New Schemes in Education and Learning