Comparison of competency Based Learning Approach with Skill-Based Learning and Knowledge-Based Approach from Artists' Viewpoints

The purpose of this study was to compare the competency-based learning approach versus skill-based and knowledge-based learning from the viewpoint of teachers in vocational schools in District 1 of Urmia. The research method is practical in terms of purpose, and descriptive-survey in terms of kind. The statistical population consisted of 164 teachers of technical and vocational schools in a district of Urmia in the academic year of 2018-2019. 120 subjects were selected randomly as one-step cluster sampling. The data gathering tool, was searcher-made questionnaire, consists of 28 questions related to competency-based, skill-based, and knowledge-based learning approaches. Validity of the questionnaire was confirmed by a number of faculty members of the educational sciences of Tabriz University and teachers of vocational schools, after Applying some suggestions and modifications. To assess the reliability of the questionnaire, Cronbach's alpha coefficient was used which was equal to 0.78. One-way analysis of variance analysis was used to analyze the data. The observed F value showed that there is a significant difference between the choices of teachers based on the above mentioned approaches. From the viewpoint of teachers in technical and vocational education, the competency-based approach with a mean of 4.26 and standard deviation of 0.45 is more important than two skill-based approaches with a mean of 3.95, standard deviation of 0.46 and knowledge-based with a mean of 33.3 and standard deviation of 0.76.