Nadia Gholami; Mohammad asgari; sadegh jalali
Abstract
The purpose of this study was to Survey Barriers to use of active teaching methods and techniques In the process of teaching -learning and providing solutions. The research method is descriptive-survey. The purpose of this study is practical and field research. The statistical population of this study ...
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The purpose of this study was to Survey Barriers to use of active teaching methods and techniques In the process of teaching -learning and providing solutions. The research method is descriptive-survey. The purpose of this study is practical and field research. The statistical population of this study consisted of all primary school teachers in Tehran's 14th district in the 2018-2019 academic year, which was 694 people. According to the size of the community and according to the table of Krejcie and Morgan, the number of research samples Selected 248 people. Research data collection tool was an Barriers of active teaching questionnaire. Descriptive statistics were first used to analyze the data and Then, according to the nature of the research hypothesis, the Kolmogorov-Smirnov test, the Friedman test and the single-sample T test were used. The result showed that Barriers to use of active teaching methods and techniques Including: Teachers' lack of mastery, Weakness in educational communication, Inadequate training space, Inadequate textbook content and Lack of educational facilities affect the process of teaching –learning and Friedman's test results also showed that there is a significant difference between the priority of research variables in all five factors. All factors were above average and Accordingly, the factor of weakness in establishing educational communication had the highest priority and the factor of lack of mastery of teachers had the lowest priority. Based on the results of the research, it can be said that these factors prevent the implementation of active teaching methods the teaching-learning process.
