Comparing the Effect of Teacher-Centered and Active Teaching Methods in Distance Education on Students' Learning Disorders

Document Type : Research

Authors

1 Associate Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

2 Professor, Department of Educational Sciences, Payame Noor University, Tehran, Iran

3 PhD. Student of Educational Scienes Payame Noor Univercity , Tehran, Iran

10.30473/etl.2025.69554.4103

Abstract

The present study aimed to compare the effect of teacher-centered and active teaching ‎methods in distance education on learning disorders of students with learning disorders.

This ‎study was a quasi-experimental with a pretest–posttest research design with two groups with ‎different protocols. The statistical population included all elementary school students in ‎Tajikistan, from which 60 students with learning disorders selected as the sample using the ‎convenience sampling technique and randomly assigned to two different experimental ‎groups (30 students in the teacher-centered method group and 30 students in the active-teaching method group). The research tools included researcher-made teacher-centered educational protocols, active teaching methods, and a researcher-made questionnaire on learning disorders with 30 items and 3 components, which had a reliability of 0.84. Content validity of the questionnaire was confirmed by several relevant experts, and face validity was confirmed by experts in this field. In this research, data analysis was conducted using SPSS24 software at two levels: descriptive and inferential statistics, employing the analysis of covariance test method.

The results showed that there was no significant difference in math disorders (0.507) among Tajik primary school students based on teacher centered and active teaching methods. However, there was a significant difference in reading (0.010) and writing (0.0001) between the two methods, with scores being better for the active teaching method.









The teacher-centered method with active teaching methods in distance education, has been effective for students' learning disorders (reading and writing)

Keywords

References

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