Strategies to improve teaching-learning process in smart schools in terms of teaching method

Abstract

Introduction: The rapid changes and breakthroughs in technology have affected teaching and learning methods. Accordingly, this study aimed to identify strategies related to teaching methods to improve the teaching-learning process in smart schools in Semnan province.

Method: This combined exploratory research first employed the qualitative method and then the quantitative method. Interviews and quantitative content analysis were used in the qualitative part, and a cross-sectional survey was used in the quantitative part. The results of the analysis and in-depth study of theoretical foundations were set into the form of a questionnaire made by the researcher. Content validity was determined by experts, and reliability of the questionnaire was determined using Cronbach's alpha coefficient as 0.77 in the desirable status and 0.92 in the status quo. In the quantitative part, the research questionnaire was completed by 310 teachers, principals, and information and communication technology experts who were selected by stratified sampling in the year 1394. For data analysis, chi-square tests with a Friedman significance level of 0.05 and SPSS version 22 were used.

Results: The results showed that collaborative methods of teaching ranked first in utmost importance with an average of 4.53 in the significance level of 0.05, use of educational software in teaching ranked second with an average of 4.29, controlling and directing the class with a variety of teaching-learning strategies ranked third with an average of 4.26, and the student-centered teaching method with an average of 4.15 ranked fourth in improving the teaching-learning process in smart schools.

Conclusion: Based on the results, it can be deduced that the collaborative teaching method and use of educational software in teaching can improve the teaching-learning process in smart schools.