Abstract:
The purpose of this study is to statistically examine the appropriateness or inappropriateness of different daily class hours for holding Islamic studies courses fromthe perspective of students at Khatam al-Anbiya’ (peace be upon him) University of Technology in Behbahan. The main research question is: from the viewpoint of students, which hours of the day are the most suitable and the least suitable for holding Islamic studies classes during an academic day? In other words, the research problem is to determine the degree of appropriateness (best and least suitable) of class hours in order to reduce barriers to the effectiveness and influence of these courses for students. The research method was field-based and questionnaire-driven. The validity of the questionnaire was confirmed using content validity, and its reliability was verified with a Cronbach’s alpha coefficient of 0.82. Qualitative data were analyzed through thematic coding, thematic analysis, and frequency distribution diagrams. The results indicate that the most suitable class times according to students were, in order, 10–12 (by a significant margin over other hours), followed by 16–18 and 14–16. The least suitable times, based on inefficiency, were 18–20 and 8–10. The appropriateness and effectiveness of the latter two time slots were strikingly low, such that holding classes at these times not only lacked the necessary effectiveness but even generated certain negative feelings among students.
Machine summary:
com Abstract The aim of the present research is to statistically investigate the suitability and unsuitability of various daily instructional hours for holding Islamic studies classes from the perspective of students at Khatam al-Anbiya (PBUH) University of Technology, Behbahan.
Although the importance of the time element in knowledge acquisition and the training process is quite clear by referring to human individual and social experience; however, given the nature and structure of Islamic studies courses in universities and the repeated statements of students and professors of these courses regarding the high motivation or low motivation of students at certain hours of the day, it was necessary for a scientific and statistical research to address this issue more accurately.
In this research, the issue of influence and susceptibility to the time index in relation to components and elements such as feelings of fatigue or enthusiasm and vitality, feelings of despair and hopelessness, the level of interest, the level of reception, suitability for holding classes, the mood of having a lesson, the feeling of arousal, the level of learning, the level of susceptibility, insomnia or poor sleep, hunger and thirst and physical and psychological side effects, tendency and feelings of protest and criticism, and the feeling of spirituality in Islamic studies classes has been investigated.
Generally, the existence of independent research, whether a book or an article, regarding the case analysis of the role of the time element in the efficiency and effectiveness of religious studies classes in "different academic hours of the day with a statistical monitoring approach, also from the students' perspective," has not been seen, and from this standpoint, this essay can be considered novel in its own type.
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