lecturing method

It is necessary to clarify factors affecting student emotions as they play an important role in their learning. Among such factors teaching method looms large, and given the variety of methods used, a comparison of these methods in terms of their relation to things like perceptual control and value cognition, can lead to a better choice in regards to helping the students learn better. To this end, four available classes of students in education at Farhangiyaan University in Yazd were divided into two groups one of which was taught using the common lecturing method while with the other the problem-based method was used for 16 weeks. Collected data through three measures on emotions, control, and valuing were analyzed using a structural modeling approach. Results show that the problem-based method affects perceptual control and value cognition much better than the other method. Furthermore the mediating role of these factors was confirmed. Hence, the problem-based method is suggested as a more effective teaching method.

Throughout history, the accumulation of information by student, has been seen as a basic principle in education. As a result, what distinguishes students is the degree of their ability to retain information in their minds, lending to put an emphasis on memory. In 1800s, this theory was doubted. However, it still overshadows education environments.
New methodology has paved the way for changing the nature of education. Educating children through problem solving and experiments has led to a change in learners’ behavior.
The present research studies different types of teaching (lecturing, question and answering, problem solving, and group discussion), and their effect on learners metacognitive.
The objectives of the research are to investigate the effect of each method on learners metacognitive , and to provide authorities some suggestions and solutions to improve education.
Research questions are:1.Does lecturing method have an effect on students metucognitive?
2.Does problem-solving method have an effect on students metacognilive?
3.Does question–answer method have an effect on learners metucognitive?
4.Does group-discussion method have an effect on learners metucognitive?
5.Is there any difference in the effects of these methods?
Statistical population were all the teachers, men and women, who taught at high schools for females in Behshahr. Data collection instrument was a researcher – mnde questionnaire with a reliability of 0.82 obtained using Cronbachs coefficient.
The statistical method used was descriptive and inferential (one variable t-test, ANOVA).
The results showed that teaching through lecturing has no effect on students metacognition . Teaching through problem–solving has an effect on students metacognition . group discussion and question answer methods have an effect on students metacognition . Finally, the effectiveness of each method on metacognition is different.