Sadegh Hamedinasab; Hamideh Pakmehr; Ali Asgari
Abstract
The purpose of this study was to investigate the relationship between the use of social networks and students' preferred teaching styles of teachers with the mediating role of their learning styles. The present study is descriptive and correlational. The statistical population was all students of Farhangian ...
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The purpose of this study was to investigate the relationship between the use of social networks and students' preferred teaching styles of teachers with the mediating role of their learning styles. The present study is descriptive and correlational. The statistical population was all students of Farhangian University, Shahid Bahonar Campus in Birjand who were studying in the academic year 1399-1400. A total of 156 teacher students were selected as the sample size by the available sampling method. Data collection tools included the Learning Styles Questionnaire, the Preferred Teaching Style Questionnaire, and the Social Network Questionnaire. The reliability of the instruments was confirmed using Cronbach's alpha coefficient and their validity was confirmed using confirmatory factor analysis and correlation between components. Findings showed that the direct effect of using social networks on teaching styles and also the direct effect of learning styles on teaching styles were significant, but the direct effect of using social networks on learning styles was not significant. In addition, the indirect effect of using social networks on teaching styles through learning styles was not significant. Therefore, it is not possible to predict their preferred teaching styles through the use of social networks due to student-teacher learning styles.
