The Relationship Between Some TeachingMicro Skills During ClassroomTeaching and the Level of Students’ Learning


1 Assistant Professor of Restorative Dentistry, Department of Restorative Dentistry, School of Dentistry,Mashhad University of Medical Sciences,Mashhad, IR Iran

2 Associated Professor of Restorative Dentistry, Center of Excellence inMedical Education Technology,Mashhad University of Medical Sciences,Mashhad, IR Iran

3 Dentist,Mashhad University of Medical Sciences,Mashhad, IR Iran


Abstract Background: Achieving the characteristics of effective teaching can play an undeniable role in assurance of education. Objectives: The aimof this studywas to assess the relationship between some teachingmicro skills during classroomteaching and the level of students’ learning. Methods: At the beginning of this cross sectional study, a list of professors’ behavioral-verbal characteristics during classroom teaching, whichmight lead to amore efficient learning, was prepared. These items were checked according to the check list by two students after attending the class. At the end of each session, an examwith appropriate validitywas held to evaluate the amount of learning. The correlation between the students’ scores and the teaching skills of the professor was analyzed through SPSS software ( = 0.05). Results: A significant correlation was found between “Absence of mumble in the class” (P = 0.015), “fun atmosphere in the class” (P = 0.032), “notmerely reading the slides by the professor” (P = 0.003), “mentioning the objectives at the beginning of each session” (P = 0.011) and “lack of voice monotony” (P = 0.023), and the increase in the mean of students’ scores. However, there was not a significant relationship between designating a break time during teaching period (P = 0.120) and “the rate of teaching” (P = 0.774) with themean of student’s achieved scores. Conclusions: According to the conditions of this study, the ability to control the class in terms of absence of mumble, establishing a fun atmosphere, not merely reading the slides by the professor, mentioning the objectives at the beginning of each session and lack of voicemonotony increase the learning level in classroomteaching.


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