International Research Journal of Applied and Basic Sciences
© 2013 Available online at www.irjabs.com
ISSN 2251-838X / Vol, 7 (11): 773-781
Science Explorer Publications
Study of and ragogy principles application in applied
Science University and professional education
institutions
Maryam Baniamerian1, Mohammad Javadipour2, Rezvan Hakimzadeh3
1. Master of Education Science, Tehran University, Tehran, Iran
2. Member of Board, PHD of Curriculum Planning, Tehran University, Tehran, Iran
3.Member of Board, PHD of Curriculum Planning, Tehran University, Tehran, Iran
Corresponding author: Maryam Baniamerian
ABSTRACT: This study is aimed to analyze the application of the theories of Andragogy at applied
science universities and at the professional institutions. To achieve this goal, No. 5 Center of the
university was applied to investigate as a case study and the teachers and professors of this university
participated in the research this research was carried out through a descriptive method, and the students
of this academic center were used for sample. For this study, 40 teachers and 40 students were randomly
selected and responded to the questionnaire of Adult Learning theories formulated previously by Conti
(1998). For analysis of the data, t single sample and two sample t tests were applied. The results showed
that the application of these theories is not at the appropriate level and is lower than average level. Also,
there is significant differences (significance level of 5%) between professors and students' viewpoints
regarding the application of the theories of Andragogy such that checking the students’ perspectives
reveal the application of these theories to a level well below that of the teachers’ perspectives.
Keywords: Andragogy theories, Higher education, professional education, University of Applied
Sciences.
INTRODACTION
In different communities, higher education is admitted as a base for scientific advances and technological
progress and economic nature, prosperity and development of all aspects of personal or social life at the
community. Since learners in higher education are in fact an important part of human resources of each country
and the countries are dependent on them to achieve their stated goals and every country needs specialized
manpower at various scientific industrial, economic, social, cultural sectors as well as training scholars and
scientists. Therefore, those universities which specially regard scientific, technical features of the applied sciences
need to be existed. And the University Applied Sciences University can remove the obstacles in this path. This is a
university differed from other universities in terms of applying the provided educations and the readiness of its
graduates to be absorbed by the market could be stated as its prominent features. The university is an institution of
higher learning directly under the supervision of the Higher Education System and focuses on learning and it was
established in order to develop applied sciences educations and to create practical knowledge and skills
necessary and to encourage the hidden talents of the learners while it emphasized the capabilities of the required
capabilities for application of the sciences and technologies and their transfer in a range of professions (Article 1
of the Statute of the Council of Scientific Applied Higher Education, 1991).The main purpose of its establishment
was to provide mechanisms that contribute to public and private organizations in training the specialized
manpower needed in various of the economic, social and cultural sectors so that graduates of each institution
affiliated with the University can acquire the required knowledge and skills referred to them. (referred above Article 3)
In summary, the goals of the applied scientific education can be expressed as follows:
Creating a good platform for multilateral activities (industrial - military and university) to promote the
development of scientific applied research in the country
Intl. Res. J. Appl. Basic. Sci. Vol., 7 (11), 773-781, 2013
Promotion of qualitative and quantitative indicators of applied education in the society
Provision of appropriate infrastructure in order to use the power of the graduates from theoretical courses in
solving applied problems
Preparing a good ground of appropriate infrastructure for the creation and transfer of technology
Given the importance of the goals of applied scientific educations and the importance of education as an
integral component of higher education, an issue that must be considered is the quality of teaching and
consequently learning of the university's learners who play an effective role for the efficacy and efficiency of the
human forces. Although the concept of quality in higher education can be attributed to several issues and various
definitions have been provided in this area, but we can define it as satisfaction of a society’s and a person's
expectations through education and research together with provision of specialized scientific services. Hence the
academic quality depends on the desirability of student learning, quality of research and quality of professional
services offered by members of the university community, as well as an attempt to solve problems in order to
expand the boundaries of knowledge. It seems that what is mostly significant at the quality of learning is the role
teachers play and the teaching style they implement. Teaching together with its procedures is an issue that has
always been regarded by the education division in universities, but it has largely been obsolete with respect to
stressing more on the research. One of the factors affecting deep learning, is teaching desirably. In this teaching
method, the student is not the only inseparable receiver of the educational messages. However, it is expected that
both the student and the teacher interact with each other from the targeting stage to the final stages of objective
materialization . And the teacher should direct his or her student toward experience and thinking while this
emphasizes on the roles teachers play for quality of education in the universities.
The audiences of applied sciences educations are people who learn in order to general professional
training, and being absorbed by the labor market and are usually different with respect to their gender, race, class,
age, religion, but they often behave in a way that classroom so that such differences may practically be ignored.
(Miller / translated into Farsi by Miri 2006).
This is while the teachers’ specialization can be effective when utilized by the audiences through appropriate
Styles – Effective teaching requires the teacher to consider the Students’ learning, communicate well with them
and encourage them to learn, think and transfer materials So that the students Can Stimulate their teachers’
mobility and desire.
The expressed objectives in the applied Science educations show that there is more congruency among
these educations and the definitions provided for Andragogy theories. Androgogy means art and science and
helping adult learners and in Fact it can involve and kinds of learning which adds the scientific reservoir of the
adults.
It can change their theories and attitudes and thoughts and expand their view points. And change their
behaviors (Berjoon quoted by Behbahanian 1980).
Knowls (1984) de fined Andragogy as the art and science to help the adult learners. He Categorized
Andragogy in to 7 parts and provides suggestions for the adult trainers:
to create learning conditions that lead to increased utilization of physical and spiritual educations.
To involve learners in planning, methods and learning instructions..
Interference of the learners in diagnosing their learning needs.
To encourage the learners to formulate their own learning goals.
To encourage the learners to identify educational resources and the strategies to use these resources to
achieve their educational goals.
To encourage learners to self-directed learning.
involving learners in evaluating their learning.
Based on this principle, Knowels suggests the following:
Being in learning and educational activities
Personalize Learning
Relevant experience of learners
pair with the needs of learners
creation of positive environment
Participation of learners in the learning process
flexibility for personal development
It could be concluded that even the provided information Couldn’t be put provided information Couldn’t be
put into Andragogy Limits, using such principles by the teachers at the universities and professional training
institutes plays a more effective role in development of qualified education.
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Different educational objectives, formal and educations and even with the academic educations of other
universities together with the way teachers are employed by them made the Andragogy theory more prominent.
Since, the teachers take advantage of the appropriate teaching styles during their Services. Also, these institutes
use professional teachers with higher degrees as well as teachers who are specialist with their expenences while
not introduced with the effective teaching methods, since the Student is one of the best source of expressing
comment on teaching quality. On the other hand, the teacher will identify his or her own defects through perceiving
them in his or her teaching and he or she tries to solve the problems through understanding the problems and his
or her performances so that he or she can teach effectively.
Thus, achieving the applications of Andragogy in teaching can help teachers provide good practices for
teaching, measuring their needs, help in research for Studying the pathologies of technical and professional
educations in the applied science universities.
In addition, it can be helpful in informing the teachers in terms of importance of using good teaching
principles for the adults and finally adding the knowledge in this area.
In spite of the fact that improved quality of education and learning is on e of the major needs of higher
education centers and especially the professional educations at applied science universities with respect to
society’s needs and employing specialized individuals in different work areas and in spite of the fact that regarding
appropriate processes of teaching and learning in such environments with the Andragogy theories, and while many
research had been done on teaching styles.
For application of Andragogy theories in the universities and higher education institutes, no research has
been done. Such Studies as Razaghinejad (2010), Haghani (2010), Eskanari and Saleni (2009), Baker (2011),
Carinda (2007), Cano (1990) have been carried out on learning – teaching Styles , all of which agree on the effects
of learning directed Styles in teaching , but Andragogy wasn’t con sidered in them. For studying the educational
principles in the adults, the research by Ratamer (2004) ,Carren more (2003), Brenda (1993) and
Gholamreayeganeh ( 2005) Could be mentroned. These studies showed that most of the teachers didn’t Consider
the principles of adult learning in their teaching styles. Such studies as Salvador (2012), ZafarEghbal et al (2012),
Yoshimoto et al (2007) , pinist (2007), Ashord et al (2004) all indicated that using Andragogy plays an important
role in promotion of higher education. Other research like monfared (2008), shahpasand (2004), Rezvani (2003)
Binaghi (2003), Hoseini (2002). Were done or applied science educations in which such educations and their
application roles have been mentioned. Perquickswasten (2011), Webster (2010) ,Norcott (2009), Benet (2010),
Studied separately the roles played by now teaching methods in the universities and reviewed participative learning
teaching methods together with Comprehensive methods in the Faculties.
With respect to the naterials provided and with stressing on observation of teaching principles appropriate for
teaching in various academic levels , especially regarding technical and professional educations which are
provided in science applied universities, the following question is provided: Given the fact that the objectives of
applied science university and with respect to the point that learners attend this university in order to gain
education an experiences required for work market, how much the Andragogy theories which are more congruent
with this kind of education have been applied in teaching?
The features of the learners in every education is one of the important point which should be regarded by the
teahcers. Regarding the differences among the learners is the most simple and best way of creating multi cultural
setting. This is an important matter for teaching styles and behaviors. A proficient teacher needs to consider the
effects of effective methods of learning as well as being informed of the impacts of differences in learning styles
(Miller, quoted by Miri 2002). The science of teaching adults establishes principles which can significantly help the
teachers teaching the adult learners.
It should also be mentioned that such principles have been stressed in the books of higher education. The
results from previous research confirmed that Andragogy theories should be regarded in academic teaching more
than before. The scale of applying adult teaching principles was firstly applied by Conti in 1998 for measuring
awareness of university teachers about the theory of adult learning. pals, in dead, is a scale for evaluation of
teaching styles used by university teachers in using principles of adult learning Conti stated 44 questions in the
framework of 7 groups including factors related to teaching syles. These principles are Considered as those
commands which Knowels proposed to the adult trainers. These 7 factors include: Learning directed activities,
definition of education, using learners’ experiences in education, evaluation of learners’ evaluation requirements,
regarding learning situations, participation in learning process, flexibility in personal development (Conti 1998)
Chekring and Johnson (1987) expressed also 7 principles for effectively teaching students at bachelor level. These
principles include:
Encourage students to communicate effectively with teachers
Encourage students to work together
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Encourage active learning
Immediate feedback to students
Emphasis on giving students tasks
Having high expectations with regard to gifted students
Respect for different talents, different learning procedures
Indeed , these principles comprise the framework for revaluation of teachers’ teaching styles. A Comparison
between the factors which Conti stated with those Checkring stated indicates that both these two groups of
principles have considered Shaved and Congruent factors. These principles have been applied in many studies as
evaluators of teachers’ methods of teaching. For instance, Graham et al (2001) evaluated teachers’ methods of
teaching in four courses of teaching at Indiana university by using those principles proposed by Checkring. Russel
(2005) also studied Conti’s principles to evaluate application level of these principles by the teachers business at
Florida university. In research, the pals question naive was used to evaluate application level of adult learning
principles in teachers’ teaching styls. The questionnaire was originaly formulated and used by conti. It measures
teachers’ and students’ viewpoints separately on application level of Andragogy principles.
METHODOLOGY
Research dosign
This research was carried out through a descriptive method and is Considered as an applied research
regarding its objective.
Table1.Descriptive statistics for Andragogy’s sevenprinciples of Teaching
Standard
deviation
Average
Number
0.46238
2.3836
40,
0.49780
2.9431
40,
054,341
2.4587
40,
0.56088
3.3841
40,
55,375.
2.2050
40,
063,944
3.2796
40,
64,661.
2.4563
40,
76,281.
3.4048
40,
70,615.
2.7250
40,
64,145.
3.5833
40,
68,920.
2.5500
40,
83,620.
3.1871
40,
63,672.
2.8063
40,
53,648.
3.7286
40,
44,648.
2.4773
40,
45,584.
3.3137
40,
Group
Views of students at Applied
Science University
View of students at Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
View of Applied Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Views of students Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Views of students at Applied
Science University
Variable
learner-centered
activities
Personalization
Utilization of the
learners’ experiences
Assessment of student
needs
Creating a positive
learning atmosphere
and regarding learning
conditions
Using participation in
the learning process
flexibility for personal
development
Andragogy
Statistical population and population
The research was carried out through participation of teachers and students at center no 5 of the applied
science university in2011 – 2012 IT was done through responding to pals questionnaire by a group of 40
individuals who were randomly sampled.
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To Study and analyze the hypo theses, t test with independent samples were used so that the impact of
social networking factors on trust structure Could be measured. This test provides ground to measure its
meaningfulness level (<%5).
Given the fact that SPSS has been used and regarding the point that SPSS can give the significance level
after Calculation of test statistics, its significance level can be provided. Thus, in the results, once the significance
level has been less than %5 , the Conclusion was that the Zero hypothesis was not verified and the hypothesis
could be verified.
To do the t test by the independent samples, at first the hypothesis of variance equality to be studied. This is
done by Loven test.
Findings
Q1: How much have the individual 7 principles. of Andragogy been applied in teachers’ teaching in terms of
students’ and teachers’ viewpoints?
Table2. A one-sample t-test results for Factors Seven factors of Andragogy - learner centered
Status
The upper
limit
The
lower
limit
Significance
number
Degrees
of
freedom
Tstatistics
Lower than
average
- 0.4685
- 0.7642
.000
39,
-8.431
Moderate
0.0861
- 1999
0.428
39,
- 0.800
Group
Views of students at
Applied Science
University
Views of students at
Applied Science
University
Based on the above test results, since the significance number of learner centered learning activities in
teaching is less than 0/05 in the views of the students at applied science university and with respect to a negative
limit is considered for their higher and lower limits, it could be concluded that the use of learner centered activities
is not desirable and is lower than average.
The significance number for the learner-centered activities is greater than the threshold level of 5% as
commented by the teachers at the university, so we can conclude from viewpoints of the teachers at the university
of applied science, learner-centered activities haven’t been desirably applied and is moderate.
- personalization
Table3. Statistical Results
Status
Lower than
average
Above
average
The upper
limit
The lower
limit
Significance
number
Degrees of
freedom
Tstatistics
- 0.3675
- 0.7151
.000
39,
-6.300
0.5452
0.2230
.000
39,
4.793
Group
Views of students at Applied
Science University
Views of students at Applied
Science University
Based on the above test results, since the significance number of personalization for teachers’ teaching is
less than 5% in teachers’ viewpoints, and given the fact that the lower and upper limits for all of them are positive, it
could be concluded that personalization has been desirably applied in teaching teachers and is more than the
medium level.
But the significance number of personalization for education in the teaching of teachers is less than
threshold of 5% in view of applied science students, and considering the upper and lower limits are negative for all
of them, it can be concluded that application of the factor personalization is not desirable and is lower than
average.
Table4.Utilizationof learners’ experiences
Status
The upper
limit
The lower
limit
Significance
number
Degrees of
freedom
Tstatistics
Group
Lower than
average
- 0.6179
- 0.9721
.000
39,
-9.080
Views of students at Applied
Science University
Above
0.4633
0.0959
.004
39,
3.061
Views of students at Applied
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Intl. Res. J. Appl. Basic. Sci. Vol., 7 (11), 773-781, 2013
average
Science University
Based on the above results, since the significance number of the factor utilization of learners’ experiences in
teachers’ teaching is less than the threshold of 5% in views of the teachers at applied science university and
regarding the fact that the upper and lower limits for all of them is positive, we can conclude that from the
viewpoints of this group, the application of learners’ experiences in teaching of teachers is at a desirable level and
is above average.
But the significance number of utilization of learners’ experiences in teaching of teachers is less than the
threshold of 55 in views of students at the University of Applied Science and given the fact that the limit is
negative for all, it can be concluded that from the view of this group application of learners’ experiences is not at a
desirable level in teaching of teachers and is lower than average.
Table5. The factor for evaluation of students need
Test
hypothesis
Lower than
average
upper than
average
Upper
range
Lower
range
Meaningfuln
ess number
Freedom
degree
T
statistic
-.3370
-.7505
.000
39
-5.318
.6239
.1857
.001
39
3.714
group
Applied and science university
students view
Applied and science university
professors view
According to the results of above test, since meaningful number for exploitation factor from learners
experiences in teaching of applied and science university professors from view points of professors is less than
0.05 threshold and regarding that upper and lower ranges for all these are positive we can conclude that from
viewpoint of this group exploitation factor from learners experience in teaching method of professors is in a
desirable position and also upper than average.
But meaningful number for exploitation factor from learners experiences in teaching of applied and science
university professors from view points of students is less than 0.05 threshold and regarding that upper and lower
ranges for all these are negative we can conclude that from viewpoint of this group exploitation factor from learners
experience in teaching method of professors isn't in a desirable position and also lower than average.
Table6. Attention factor to learning conditions and creating positive atmosphere
Test
hypothesis
Lower than
average
upper than
average
Upper
range
Lower
range
Meaningfulnes
s number
Freedom
degree
T
statistic
-.0492
-.5008
.018
39
-2.463
.7676
.3991
.000
40
6.366
group
Applied and science university
students view
Applied and science university
professors view
According to the results of above test, since meaningful number for exploitation factor from learners
experiences in teaching of applied and science university professors from view points of professors is less than
0.05 threshold and regarding that upper and lower ranges for all these are positive we can conclude that from
viewpoint of this group exploitation factor from learners experience in teaching method of professors is in a
desirable position and also upper than average.
But meaningful number for exploitation factor from learners experiences in teaching of applied and science
university professors from view points of students is less than 0.05 threshold and regarding that upper and lower
ranges for all these are negative we can conclude that from viewpoint of this group exploitation factor from learners
experience in teaching method of professors isn't in a desirable position and also lower than average.
Table7. exploitation factor from participation in learning processs
Test
hypothesis
Lower than
average
About
average
Upper
range
Lower
range
Meaningfu
lness
number
Freedo
m
degree
T
statisti
c
-.2296
-.6704
.000
39
-4.129
.4273
-.0531
.124
39
1.566
group
Applied and science university
students view
Applied and science university
professors view
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According to the results of above test, since meaningful number for learning factor of centrality of activities in
teaching professors from view points of professors of applied and science university is higher than 0.05 threshold
so we can conclude that from viewpoint of this group exploitation factor from learning factor of centrality of activities
in teaching method of professors is in average point.
But meaningful number for exploitation factor learning factor of centrality of activities learning factor of
centrality of activities learning factor of centrality of activities learning factor of centrality of activities learning factor
from participation in learning process in teaching of applied and science university professors from view points of
students is less than 0.05 threshold and regarding that upper and lower ranges for all these are negative we can
conclude that from viewpoint of this group exploitation factor from participation in learning process in teaching
method of professors isn't in a desirable position and also lower than average.
Table8. flexibility factor for personal growth and development
Test
hypothesis
About
average
Higher than
average
Upper
range
Lower
range
Meaningfu
lness
number
Freedo
m
degree
T statistic
.0099
-.3974
.062
39
-1.925
.8827
.5745
.000
39
9.506
group
Applied and science university
students view
Applied and science university
professors view
According to the results of above test, since meaningful number for flexibility factor for personal growth
and development in professors teaching way from view points of professors of applied and science university is
less than 0.05 threshold and regarding that all ranges are positive, we can conclude that from viewpoint of this
group exploitation from factor flexibility factor for personal growth and development in teaching method of
professors is in desirable position and above the average point.
But meaningful number for flexibility factor for personal growth and development in teaching of applied
and science university professors from view points of students is higher than 0.05 threshold, we can conclude that
from viewpoint of this group flexibility factor for personal growth and development in learning process in teaching
method of professors isn't in a desirable position and is in average position.
Second question. Is there any difference between teachers and students' view regarding the level of
application from Andragogy principals in teaching?
To examine this research hypothesis T-test has been used with independent samples.
Table9. T-test with independent samples table for teachers and students regarding application of adults learning principals in
professors teaching
T test for equlity of averages
Upper
range
Lower
range
Meaningfulnes
s number
Freedo
m
degree
T
statistic
-.64512
-1.02773
.000
87
-8.690
-.64543
-1.02741
.000
84.121
-8.709
Lon test for equality of
variances
F
meaningful
statisti
ness
c
.828
.048
Andragogy principals in
teaching
equality hypothesis of
variances
Non-equality
hypothesis of
variances
To perform T-test with independent samples, first the equality hypothesis of variances should be evaluated.
This is done by Lon test. Since meaningfulness of Lon test is 0.828 and larger than meaningfulness level of 0.05
so the equality hypothesis of variances would be rejected and to conclude about investigated average one should
evaluate first row information. Sine meaningfulness number is 0.000 and is less than 0.05, therefore from viewpoint
of applied and science university students using from adults learning principals in teaching method of professors
there is meaningful difference. Regarding that lower and upper ranges are negative, we can conclude that from
viewpoint of applied and science university professors the level of using from adults learning principals in teaching
method of professors is high.
DISCUSSION AND CONCLUSION
Having new and unbiased view on
Special teaching method including pedagogy or andragogy for higher education and its involved people and
particularly applied and science university students and its objectives would be led to creation of teaching methods
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and styles in higher education and probably the teaching method combined from tow abovementioned methods is
an effective way to develop quantitatively the level of education. Definitely to decide whether the higher education
is formal or not, needs to more research and studies. But studying education principals, specifications of students,
higher education objectives including research-orientation and particularly mentioned objectives about university
highlight more benefiting importance rather than andragogy in higher education and needs more attention. Indeed,
the principals which Chekring suggests as principals for college education is that one which Nuls know them as
commands for adults teaching, and also Konty highlights it as andragogy principals in evaluating teaching ways of
professors. From one hand one can't definitely ensure that higher education is in the scope of andragogy and
surely more research should be fulfilled here but as results show the experience of applying andragogy strategies
to improve quality of educations of applied and science university would be fruitful. The results from research
including KOlyani and et al in diagnosing preferred methods of teaching from viewpoint of students, Sheykhzade
and Samary in investigating professors teaching method, Vasefiyan in accountability level of current teaching
methods to students' entrepreneurial needs. KArimi in research about learning ways and teaching preferred
methods, Fuladi and Ulumi with research on teaching methods used by thoughts professors, Webster in research
about learning instruments to teach in universities, BerquicksVasten in research about new teaching methods,
North Cat with investigation breeding role on professors and students in their learning – teaching methods all
indicate that applying factors like central learner, active teaching and empirical learning, emphasize different
talents, the role of experience and its usage in teaching, flexibility when teaching in university is much more
important and necessary. While this study results show that these principals aren't applied enough in teaching
method of professors therefore professors need to get familiar with the importance of these principals at first stages
and learn how to use them. In comparison between students and professors' viewpoints there is meaningful
differences at the level of 0.05 showing the divergence about application of mentioned principals so that professors
view show higher rates of application of andragogical principals than students.
The results of performed research including Haghani, Momtazmanesh and Shoghi, Yegane, Branda all don't
find the level of applying the andragogical principals desirable.
Therefore we can infer that the professors mark is high because of self-evaluation and low mark of students
are due to last research can be attributed to reality.
Most of research results emphasize the application of teaching methods in quality of higher education
including Salvadora who says using these principals will help to education quality and will be effective in this trend.
ZafarEghbal and et al highlighted that andragogic teaching methods are more aligned with educational objectives
in colleges. Pinestit believes that one can suppose all students as adults and using the abovementiond principals
would be effective. Yushimoto and et al believe that currently we must apply them in higher education and analyze
them. Ashord and et al believe that what can help the quality of higher education more than a mere hypothesis and
can be useful for professors is movement toward central learner and self navigation of students and also move
toward empirical and lifelong learning. Hamitsera emphasized that andragogic results in education are durable and
well-fitted by quick changes of the world.
The results based on the data from the questionnaire showed that the professors in many cases adopted
pedagogical methods and had more grasp on pedagogical teaching methods. However, they showed interests in
using more flexible methods. Probably, one of the reasons is long years of sticking to pedagogical methods in
education organization and consequently in higher education and private institutes (Scientific Applied). Considering
andragogical methods as a method to be used for adults literary program is probably one of the main reason of
negligence of the method. The challenge among the theoreticians of education is on whether to classify higher
education under the pedagogical training methods or andragogical methods, which in of itself is another reason for
utilization of pedagogical method in the university. The main goal of applied science universities is to enable the
learners to fit more into the demands in job market, and this entails using professors with higher professional skills.
In fact, a type of professional experiences should be mixed with scientific and knowledge-based and technological
bases and taught to the learners. Role of experience, finding experience and previous experience in such training
courses, the goals of the students to enter such programs, social and personal characteristics, and type education
all reveal that teaching methods in such universities must be taken into account for deciding about teaching
method. Professors play the main role in the quality of the trainings and these needs to be kept in mind that student
in the university are there to learn how to enter job market, which is one of the main features of adults students.
Reviewing the features mentioned by Nols and other scholars regarding adults learners, one may conclude that
andragogical education methods must be more emphasized in the programs in the Applied Science University. The
results here and those from other works showed that experiencing andragogical teaching methods in Applied
Scientific universities may help improvement of quality of education.
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Intl. Res. J. Appl. Basic. Sci. Vol., 7 (11), 773-781, 2013
A survey on all the questions of principle of adults education reveals more desire to use traditional training
methods or pedagogical methods among the professors. The method, originate from church schools of European
countries, brings up adherent, loyal and efficient students and the teacher has full authority regarding the
educational goal, what and when should be taught and how. The question to be asked here is that, taking into
account independence and autonomy of individuals regarding their deeds and their sincere will to learn and find
immediate solution for life problems throughout childhood and adolescence, does it make sound to keep using
pedagogical teaching method?
In spited of the fact that development of andragogy science was aimed to be used as an alternative model
for adults 2nd language learners, and a review by Nolz as a source of ideas, the concepts and methods of teaching
in the USA and other parts of the world were developed. Currently, andragogy teaching methods are in more
harmony with characteristics of students; this is consistent with results by ZafarEghbal et al. (2012), Pennstate
(200&), Keti Chi Yoshimoto et al. (20007), Frank Ashworth et al. (2004), and Heimstra (1990). Therefore, is it
essential to familiarize teachers and university professors in particular with endrogogic teaching methods along
with pedagogical methods and give them room to use andragogical methods in the class.
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