Investigating The Effect of Teaching “Philosophy of Formal and Public Education” in Farhangian University within the scaffolding of Leadership and Management Education Model on Students’ Learning and Academic Achievement

The study performed to investigate the effect of teaching the course of Formal and Public Education Philosophy (FPEP) within the scaffolding of Leadership and Management Education Model (LMEM) on university students’ learning and academic achievement at Farhangian University (UT) using quasi-experimental method with two-groups pre-test and post-test design with control group. The statistical population was all 170 under-graduate students in general psychology at (UT) that selected the course of FPEP in the first semester of the academic year 2019-2020. The samples were taught for six weeks using the available sampling method in two separate classes. The scaffolding of LMEM was used in the experimental group and in the control group the traditional teaching and lecture was used. The data gathering tools were Kim's Learning Effectiveness Questionnaire (2008) and the Researcher-Made Questionnaire for assessing the effectiveness of the training model which was based on the Kirkpatrick’s model (1992). For analysing the data from independent variables, T-test, effect size formula and analysis of covariance were used. Findings showed; teaching FPEP within LMEM's scaffolding has a significant and positive difference in the level of learning, participation and satisfaction of students from the course professor in comparison with the control group. Therefore, the positive and significant effect of teaching FPEP within the LMEM’s scaffolding on increasing the participation of the classroom and the effectiveness of student learning provide promise of usefulness of continuing and expanding the use of LMEM in teaching other topics and in the whole year.