Document Type : Original Article
Authors
1 PhD Student, Department of Curriculum Planning, Educational Sciences, Faculty of Literature and Humanities, Islamic Azad University, Research Sciences Branch, Tehran, Iran.
2 Faculty member, Research Institute of Research and Planning Organization, Tehran, Iran.
3 Faculty member, Department of Educational Psychology, Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
Abstract
The overall purpose of this study was to evaluate the effectiveness of self-directed learning strategies, for adult literacy educators. The statistical population of this study is all teachers of literacy movement in Tehran province during the academic year 98-99. Purposeful sampling was used in this study as follows. At first 60 teachers were selected according to the inclusion criteria (3 years of work experience, bachelor's degree and higher in educational sciences) and exclusion criteria (unwillingness to participate in the research). As the experimental group and the other group (30 persons) as the control group. In the pre-test phase, the dependent variable (self-directed questionnaire (was administered to both groups (experimental and control groups). The independent variable (learning strategies learning) was administered to the experimental group in 10 sessions of 90 minutes. In the post-test phase, again the research questionnair were administered to both groups (experiment and control). In the follow-up phase, one month after the post-test, the dependent variable was administered only to the experimental group. After collecting the research data, the data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance). The results showed that the training of self-directed learning strategies of adult education educators was effective. (p < 0/05)
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