Analysis of Students’ Perceptions of Strategies Used to Prevent Scrap Learning and Factors Affecting the Effectiveness and Ineffectiveness of Course Contents in the Field of Educational Sciences

The purpose of this study was to analyze students’ perceptions of strategies to prevent scrap learning and factors affecting the effectiveness and ineffectiveness of course contents in the field of educational sciences. This qualitative research adopted a descriptive phenomenological study. Participants included 27 students (10 undergraduates and 17 postgraduates; 6 male and 21 female) of educational sciences and its sub-disciplines selected from the Faculty of Psychology and Educational Sciences, University of Tehran, using purposeful sampling. Semi-structured interviews were used to collect data and continued until data saturation was reached. The data were analyzed using Colaizzi's seven-step method. Researcher continued observation of and interaction with the participants, peer review, and triangulation were used to enhance the credibility of the findings. In addition, the three criteria of transferability, confirmability, and dependability were considered. The analysis of the data led to the identification of four themes concerning scrap learning, with the core category of solutions related to the educational and work environment. Furthermore, five and three themes were identified regarding the effectiveness and ineffectiveness of course contents, respectively, which were mainly based on attention to the needs, learners’ interests and conditions, and the theoretical and practical relevance of the courses. In sum, the results of this study showed that regular revisions in the curricula, attention to students’ needs and interests, and the practical application of the knowledge imparted to students played an important role in preventing scrap learning and enhancing the effectiveness of the course materials.