Pathology the Curriculum of Research Methods Course from postgraduate education Students Viewpoints at Shahed University

Arezoo Habibneghad | Soolmaz Nourabadi

---

URL :   http://research.shahed.ac.ir/WSR/WebPages/Report/PaperView.aspx?PaperID=137701
Date :  2020/07/20
Publish in :    Revista Conrado

Link :  https://conrado.ucf.edu.cu/index.php/conrado
Keywords :Pathology, Curriculum, Research Methods Lesson, Postgraduate Students, Higher Education.

Abstract :

---

The countrys higher education faces many challenges and issues such as the lack of applicability of university education, lack of a suitable relationship between universities and other social sectors, disregard for research applications and providing service in the universities and the curriculum of the academic system, which plays a key role. Meanwhile, considering the specialization of the content of the postgraduate curriculum and the initiation of applied research, the research methods course has special importance and has an effective role in future researches.The purpose of the present study was to investigate the pathology of the research methods curriculum from the perspective of postgraduate students, which was specifically studied at Shahed University. The present study consists of ten questions about the pathology of the research methods curriculum with emphasis on the nine elements of Klein. The method of present study is a descriptive survey and a closed-answer questionnaire is the tool used in this study. The questionnaire of Shahed University postgraduate students consists of 40 questions in 9 categories of element of goals, content, teaching-learning strategies, grouping, learning activities, educational materials and resources, educational space, educational time and evaluation, which are arranged based on a five-level Likert scale. The statistical population of the present study was 1652 postgraduate students of Shahed University. 310 postgraduate students were selected by simple random sampling and participated in the study. The results of data analysis showed that students have evaluated the components of goal, content, teaching-learning strategies, grouping, materials, resources and evaluation as relatively desirable components, and they have also evaluated group activities and time as undesirable components.