آموزش مهندسی ایران (Jun 2024)
EFFECTIVENESS OF INTEGRATING REALITY-BASED TEACHING STRATEGIES ON SELF-DIRECTED LEARNING AND ACADEMIC MOTIVATION OF MECHANICAL ENGINEERING STUDENTS
Abstract
The present study aimed to investigate the effect of integrating reality-based instructional strategy (based on the Education for the Future project) on self-directed learning and academic motivation of mechanical engineering students at the Faculty of Engineering and Technology of Arak University. The research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population of the study included all mechanical engineering students of Arak University in the academic year 2023-2024. 28 students who had taken the Pressure Vessels course in the second semester of the academic year were selected using the available sampling method and then the selected sample was randomly divided into experimental (14 people) and control (14 people) groups. To collect data, the Self-Directed Learning Questionnaire of Fisher and the Academic Motivation Questionnaire of Gunuc & Kuzu were used. The experimental group was trained in the Pressure Vessels course using a reality-based instructional strategy integrated with a reality-based instructional strategy for 26 sessions, and the control group was trained in the usual way and by attending university classes. To analyze the data, multivariate analysis of covariance (MANCOVA) was used. The findings showed that after adjusting the pre-test scores, there was a significant difference between the experimental and control groups in the variables of self-directed learning and academic motivation. Therefore, the results of this research indicate that considering the learning styles of new generation learners, if a reality-based instructional strategy is used for these people, it will play an important role in increasing self-directed learning and academic motivation of students and will facilitate the transfer of learning to other situations.
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