Constructivism is the major learning theory reflected in Iranian Pre-University ELT textbooks¶

Claim · All claims
Evidence · 1 study · design r2 · q2 · i2 medium
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In Iranian Pre-University ELT textbooks, constructivism had a relative frequency of 52.8% and frequency count of 37, making it the major organizing principle, while behaviourism fell to 18.6%. → Hossein Hashem Neghad 2014

Evidence¶

Hossein Hashem Neghad 2014¶

Hossein Hashem Neghad. (2014). Reflection of Learning Theories in Iranian ELT Textbooks. Advances in Language and Literary Studies, 5(2). https://doi.org/10.7575/aiac.alls.v.5n.2p.115

q2 · i2 · design · r2

Frequency count and relative frequency analysis of the Pre-University textbooks I and II, which were thoroughly revised in 2004. The analysis found constructivism at "the relative frequency of 52.8%" and behaviourism lowest at 18.6%.

"constructivism with the relative frequency of 52.8% and frequency count of 37 is the major principle for the organization of the textbooks and behaviourism with the frequency count of 13 and relative frequency of 18.6% is at the bottom of the list"

Discussion¶

Related Claims¶

• Behaviourism is the major learning theory reflected in Iranian Junior and Senior High school ELT textbooks — related
• Chi-square analysis shows the distribution of learning theories in Iranian ELT textbooks differs significantly from chance — a broader claim this one bears on
• Cognitivism is the second most important learning theory reflected across all Iranian ELT textbook levels — related
• Iranian ELT textbooks show no smooth shift from behaviourism to constructivism across educational levels — related
• Section 1 research studies provide methods and awareness for addressing textbook bias — a broader claim this one bears on