zahra Bagherikhah; mahbobe Arefi; ehsan jamali
Volume 2, Issue 6 , January 2012, , Pages 1-31
Abstract
Background: The present research has been undertaken with a view to specify the student admission status in Iranian higher education system from the point of view of students studying in some of the state owned universities in Tehran university, professors in Sanjesh organization and some of the related ...
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Background: The present research has been undertaken with a view to specify the student admission status in Iranian higher education system from the point of view of students studying in some of the state owned universities in Tehran university, professors in Sanjesh organization and some of the related higher education officials. Object: The attitudes derived from three sample populations were investigated which revolved around the procedures and the current constituents (including the concentrated testing method, comprehensive examination method, the factor of average written score, the knowledge baseline score, the students quota and students gender) as well as other influential factors (such as non-concentrated examination method, the educational background factor, intelligence and educational aptitude). Method: The research was a descriptive survey. The sample was prepared based on Iran's Morgan table and the research subjects were composed of 346 students from three well known universities such as Sharif Industrial University Shahid Beheshtee University and Allameh Tabataba'i University along with their member board of academicians and a number of the higher education officials. Results: The results obtained in this research are as follows. The greatest percentage of students' responses was related to the concentrated examination method, which showed their relative acceptance; also the highest percentage of professor's response and officials which represented a favorable attitude was to questions related to the concentrated examination method, and non-concentrated examination method which received unfavorable attitudes. There appeared to be no major attitudinal differences among students, university professors and officials towards concentrated examination method, comprehensive examination method, written average score, knowledge score, quotas, and admissions of gender. Conclusion: Based on the views of both students and professors, their responses to questions concerning admission quotas, revealed that some of these quotas resulted in divers complications amongst students including unpleasant feelings, annoyance, and incongruity among students etc. Therefore combining the quotas together or applying them in the form of additional quotas in general entrance exams might prove effective in alleviating anxieties and problems.
