Identifying evidence based teaching strategies that instructors use and practice in their classroom and their relationship with academic performance
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Abstract
The purpose of this study was to identify evidence based teaching strategies that instructors use and practice in their classroom and their relationship with academic performance. A sample of 390 students was selected from among undergraduate students who were enrolled in an introduction to psychology course offered by the department of humanities and social sciences department at the Hashemite University. A questionnaire was developed to examine instructor's teaching practices in classroom settings, The questionnaire consisted statements and each statement was categorized into “less practicedâ€,“sometimes practicedâ€, and “most oftenâ€. The findings of this study showed that most of evidence based teaching practiced in classroom settings at scientific and humanitarian faculties at Hashemite University sometimes. It also revealed that the level of academic achievement among undergraduate students at scientific and humanitarian faculties was moderate.
Keywords: Evidence based teaching strategies; academic achievement, Hashemite University.
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