The Effect of Teacher-Centered Supervision on Improving Male Student's Chemistry Learning in Qom High schools

 This study aimed at investigating the effect of teacher-centered supervision on improving learning Chemistry II. To achieve this aim, a sample of 80 male high school students (at level 2) in Qom who had chemistry course besides their Chemistry teachers participated in this study. They were selected through cluster sampling and were divided equally to 4 groups (2 as control and 2 others as experimental groups). To test the effect of 3-atep circulatory process of teacher-centered supervision on the experimental group, compared with the control group, the quasi-experimental method (pretest-posttest) was r used. At the end of experiment (after 2 months) the researcher-made posttest was given to subjects of each group and then the data was collected.  The collected data underwent SPSS analysis and the results showed significant differences between control and experimental groups at 0.05 level of significance. That is, the circulatory process of teacher-centered supervision used by Chemistry teachers had such a significant effect on the students learning that can be recommended for improving the quality of both teacher training and students learning.