Comparison of Engineering Students' Self-Directed Learning, Academic Values and Evaluation of Faculty Members Teaching Quality. The Case: Hormozgan University

Abstract

This article emphasizes the need for training skills, self-directed learning in higher education, examines the student’s academic values and shows how values can influence on targets. Also, students' perception of faculty members teaching quality, smooth planning and solve their problems in different areas of teaching and learning process. The purpose of this study was to compare engineering students' self-directed learning, academic values and evaluation of faculty members’ teaching quality. Statistical population consists of 860 undergraduate engineering courses students of Hormozgan University in the 2012-13 academic year where 533 students were selected with classified random sampling method. Three questionnaires were used: students' self-directed learning, academic values and perception of faculty members teaching quality which were distributed and collected after calculation of validity and reliability. Data were analyzed by using inferential statistical methods. The results showed that there are significant differences among students self-directed learning, academic values and students' perception of faculty members teaching quality with various engineering courses, sex and residence type.

Keywords

• self-directed learning task values grade values teaching quality hormozgan university