The effect of teaching dialogical skills to faculty members on their effective teaching performance

Nowadays, the effective teaching performance of faculty members and the factors affecting its growth in higher education system is of increasing importance. The main purpose of this study was to determine the effect of teaching dialogical skills to faculty members on their effective teaching performance. This research was carried out in the first semester of the academic year 2016-17 using a quasi-experimental two-group, pretest-posttest study design. The sample consisted of 43 faculty members of Isfahan University who were divided into experimental and control groups. The experimental group received training on the use of dialogical skills in the teaching process while no intervention was implemented in the control group. A researcher-made self-assessment questionnaire was administered before and after the intervention to determine the extent of application of effective teaching components by the faculty members. Data were analyzed using descriptive (frequency, percentage, mean and standard deviation) and inferential (independent and paired t-tests) statistics. In the pre-test stage, the difference between the total mean scores (total=120) of effective teaching performance in the control group (100.10±26.51) and the experimental group (96.84±11.78) were not statistically significant (p=0.548). However, after the intervention, the improvement of the mean score of effective teaching was significant (p=0.028) in the experimental group (107.77±14.11) compared to that of the control group (95.66±14.28). Application of dialogical skills in the teaching and learning process can help faculty members in favorable implementation of effective teaching and provide a basis for the efficiency of their teaching