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Volume 9 , Number 2, August 2024 

 ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online) 

 

  

Marzano’s Learning Principles in Teaching Methods at Erbil City 

Schools 

 
Shahzad Ramadan Hasan  

Department of General Education, College of Education and Languages, Lebanese 
French University, Erbil, Iraq  
shahzadhasan288@gmail.com   

 

Accepted: 
May 14th 2024 

Reviewed: 
July 18th 2024 

Published: 
August 28th 2024 

 

Abstract  
This research aimed to assess the application of Marzano's Dimensions of Learning principles 
among teachers in public middle schools in Erbil Governorate. Specifically, it examined differences 
in application levels based on gender and years of experience. Utilizing a descriptive-analytical 
method, the study involved a sample of 328 middle school teachers. A questionnaire with 50 items 
across five dimensions—positive attitudes toward learning, acquiring and integrating knowledge, 
expanding and refining knowledge, purposeful use of knowledge, and productive habits of mind—
was used. Results indicated a low overall application level, with an average score of 2.26. Significant 
differences were found based on gender, favoring female teachers, and years of experience, 
favoring those with 10 or more years. 
 
 Keywords: :  Marzano’s Dimensions, teaching practices, middle school, Erbil, gender differences, 

experience. 

 

 By Authors 
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International 
License. 

 

Introduction 

The teaching and learning process is influenced by numerous factors that collectively shape 

student outcomes. Central to this process are the classroom practices and management strategies 

employed by educators, which are essential for fostering effective teaching and successful student 

learning. The literature consistently highlights the significance of quality teaching and effective 

classroom management as prerequisites for achieving educational goals, particularly during the 

formative years of a teaching career 1. Effective teaching extends beyond content delivery; it is 

intrinsically linked to a teacher’s ability to create a conducive learning environment characterized 

by well-organized procedures that foster a positive atmosphere, thus enhancing student 

 
1 Vernon F. Jones and Louise S. Jones, Comprehensive Classroom Management: Creating Communities of 

Support and Solving Problems, 10th ed. (Upper Saddle River, NJ: Pearson, 2012). Robert J. Marzano, Jana S. Marzano, 
and Debra J. Pickering, Classroom Management That Works: Research-Based Strategies for Every Teacher 
(Alexandria, VA: Association for Supervision and Curriculum Development, 2003). 

mailto:shahzadhasan288@gmail.com
http://creativecommons.org/licenses/by-sa/4.0/
http://creativecommons.org/licenses/by-sa/4.0/


 
 

  
 
  

Volume 9, Number 2,  August 2024| 68 

 

  

engagement and achievement 2. 

A critical aspect of effective teaching practices involves the application of research-backed 

models, such as Marzano’s Dimensions of Learning. This model provides a comprehensive 

framework for fostering cognitive, emotional, and social growth in students. It emphasizes the 

interaction of five dimensions of learning: positive attitudes toward learning, knowledge 

acquisition and integration, deepening and refining knowledge, purposeful use of knowledge, and 

productive habits of mind3. Despite the proven efficacy of this model, there remains a significant 

gap in its implementation, largely due to insufficient training and understanding among educators 
4. 

In this study, the degree of employment refers to the extent of teachers’ competence and 

knowledge in applying Marzano’s Dimensions of Learning Model. Hamadna (2007) defines it as 

“the degree of teachers’ competence and knowledge of the principles of Marzano’s Dimensions 

of Learning Model, measured by the score that the teacher sets for himself in the tool approved 

for this purpose”5. Marzano et al. describe the model as “a practical classroom teaching framework 

consisting of organized and sequential steps that foster interaction between the model’s five 

thinking dimensions”. These dimensions facilitate the development of positive learning attitudes, 

the integration of new knowledge, the deepening and refining of knowledge, and the cultivation 

of productive mental habits. 

The level of a teacher’s application of Marzano’s Dimensions of Learning Model is defined 

procedurally as the extent to which the teacher possesses the knowledge and competencies 

necessary to successfully implement this model in the classroom. This procedural definition is 

essential for assessing how well teachers are integrating these principles into their teaching 

practices. 

A review of prior studies highlights the importance of Marzano’s model in enhancing 

teaching practices across various educational contexts. For instance, Al-Shuwaili evaluated the 

performance of Arabic language teachers in Iraq using Marzano’s Learning Dimensions Model. 

The study revealed that while teachers exhibited strong performance in fostering positive attitudes 

towards learning, their effectiveness in other dimensions—such as knowledge acquisition and 

refinement—was notably low, indicating a need for further development in these areas6. 

Similarly, Youssef investigated the extent to which Arabic language teachers in Jordan 

 
2 Donna Pendergast, Susanne Garvis, and Jayne Keogh, "Pre-Service Student-Teacher Self-Efficacy Beliefs: 

An Insight into the Making of Teachers," Australian Journal of Teacher Education 36, no. 12 (2011): 46–57. Mieke 
Zee, Peter F. de Jong, and Helma M. Y. Koomen, "Teachers’ Self-Efficacy in Relation to Individual Students with a 
Variety of Social-Emotional Behaviors: A Multilevel Investigation," Journal of Educational Psychology 108, no. 7 
(2016): 1013–1027. 

3 Robert Marzano, et al., Dimensions of Learning: Evaluating Performance Using Model Dimensions of 
Education, trans. Jaber Abdel Hamid and others (Cairo: Dar Al-Quba, 2000), 15. 

4 John C. Begeny and Brian K. Martens, "Assessing Pre-Service Teachers' Training in Empirically-Validated 
Behavioral Instruction Practices," School Psychology Quarterly 21, no. 3 (2006): 262–285. 

5 Adeeb Diab Hamadna, "The Extent to Which Arabic Language Teachers Possess the Educational 
Competencies Necessary to Teach Literary Texts at the Secondary Level and the Extent to Which They Practice Them 
in Mafraq Governorate," Al-Manara Journal for Research and Studies 13, no. 1 (2007): 219-275. 

6 Haider Mohsen Salman Al-Shuwaili, "Evaluating the Performance of Arabic Language Teachers in Light of 
Marzano’s Learning Dimensions Model," Dhi Qar University Journal 11, no. 2 (2016): 134-162. 



 
 

  
 
  

Volume 9, Number 2,  August 2024| 69 

 

  

practiced modern teaching trends. The findings suggested that although the practice was moderate, 

female teachers were more likely than their male counterparts to adopt these contemporary 

strategies. This underscores the influence of gender on teaching practices, a factor also explored 

in the current study7. 

Zalami focused on the teaching practices of middle school mathematics teachers in Jordan, 

finding that while teachers were proficient in integrating new knowledge, their application of other 

dimensions of Marzano’s model, such as the meaningful use of knowledge, was lacking. This 

highlights the variability in the application of Marzano’s principles across different educational 

contexts8. 

Foreign studies, such as Poulou et al., have further explored the relationship between 

teachers’ self-efficacy and classroom practices, revealing significant discrepancies between 

teachers' self-perceptions and their observed instructional behaviors9. Narinesingh examined the 

impact of Marzano’s evaluation models on student proficiency in the U.S., finding a positive 

correlation between the application of Marzano’s principles and student growth, particularly in 

middle school settings10. 

Marzano’s Dimensions of Learning Model posits that effective learning requires the 

integration of five key dimensions. The first dimension emphasizes the creation of positive 

attitudes and perceptions about learning. This involves preparing the classroom environment and 

connecting new lessons with students' previous experiences 11. The second dimension focuses on 

the acquisition and integration of knowledge, where students are encouraged to assimilate new 

information with their existing knowledge base 12. 

The third dimension involves deepening and refining knowledge, a process that stimulates 

critical thinking through activities such as comparison, classification, induction, and deduction 13. 

The fourth dimension emphasizes the purposeful use of knowledge, guiding students to apply 

their learning in real-life situations through decision-making, problem-solving, and invention 14. 

 
7 Al-Jaafra Abdul Salam Youssef, "The Degree to Which Arabic Language Teachers Practice Modern Trends 

in Teaching the Arabic Language from Their Point of View," Al-Quds Open University Journal for Educational 
Research and Studies 4, no. 13 (2016): 255-284. 

8 Talal Tael Al Mushaqaba, "The Effect of Using Teaching Strategy Based on Model Dimensions of Learning 
Marzano Learning and Solving Math Problems to Students in the Basic Stage in Jordan" (PhD diss., Amman Arabic 
University for Higher Studies, 2008). 

9 Maria Poulou, Linda Reddy, and Charles H. Dudek, "Relation of Teacher Self-Efficacy and Classroom 

Practices: A Preliminary Investigation," School Psychology International 40, no. 1 (2019): 25–48. 
10 Tara Narinesingh, "A Study of the Marzano Focused School Leader and Teacher Evaluation Models and 

Student Proficiency and Growth in Middle Schools in a Large Suburban School District in South Florida," Education 
Leadership Review of Doctoral Research 8 (2020): 53-72. 

11 Dhouqan Obaidat and Suhaila Abu Al-Samid, Teaching Strategies in the Twenty-First Century (Dar Al-Fikr, 

2017). 
12 Robert Marzano, et al., A Handbook for Classroom Management That Works 

(www.marzanoandassociates.com/html/interventions/11/11/2007). 
13 Robert Marzano, et al., A Handbook for Classroom Management That Works 

(www.marzanoandassociates.com/html/interventions/11/11/2007). Sanaa Al-Naimi, Learning Styles and Serious 
Creativity in Education (Dar Al-Manhaj for Publishing and Distribution, 2016). 

14 Marzano. Mahmoud Jalal al-Deen Suleiman, "The Impact of Training on Model Dimensions of Learning 

in Performance Training for Students of Teachers in Arabic Language," Reading and Knowledge Magazine 38 (2004): 
47-83. 

http://www.marzanoandassociates.com/html/interventions/11/11/2007


 
 

  
 
  

Volume 9, Number 2,  August 2024| 70 

 

  

Finally, the fifth dimension—productive habits of mind—focuses on developing intelligent 

behaviors that enable students to effectively tackle new experiences and challenges 15. 

Marzano argues that fostering positive attitudes and productive mental habits can serve as 

foundational educational goals across all content areas 16. These dimensions not only guide 

effective learning but also provide a framework for teachers to plan and implement instructional 

strategies that align with the broader objectives of modern education 17. 

In conclusion, this study aims to assess the level of application of Marzano’s Dimensions 

of Learning Model by teachers in Erbil city schools. By evaluating how these principles are 

integrated into teaching practices, the research seeks to contribute to the ongoing efforts to 

improve educational outcomes through evidence-based strategies. 

 

Method 

Research Variables 

This study involved two types of variables: 

1. Demographic Variables: These included gender (male, female) and the number of years of 

experience (less than 10 years, 10 years or more). 

2. Dependent Variable: The dependent variable was the level of application of the principles of 

Marzano's Dimensions of Learning Model by teachers in Erbil city schools in their teaching 

methods. 

 

The research employed a descriptive-analytical method, which is designed to describe and 

interpret the nature of the phenomenon under investigation. According to Homsi (2003), this 

method aids in explaining existing educational phenomena and elucidating the relationships 

between them (p. 86). It allows the researcher to gather comprehensive information based on real-

world data, offering not just a collection of facts, but also their description, analysis, measurement, 

evaluation, and interpretation. 

 

Population 

The research population comprised all middle school teachers working in Erbil city schools, 

totaling 5,477 teachers, as recorded by the Statistics Office in the Erbil Education Directorate for 

the academic year 2023-2024. 

 

 

 
15 Yusuf Qutami and Omaima Omor, Habits of Mind and Thinking (Amman: Dar Al-Fikr, 2005). Omar 

Alkhateeb, "The Impact of Using Model of Marzano Gain Students the Ability to Configure an Integrated Conceptual 
Structure in Islamic Concepts," Journal of Education and Practice 6, no. 5 (2015): 146-160. 

16 Robert Marzano, "What Are the General Skills of Thinking and Do You Teach Them," Cleaning House 71, 
no. 5 (1990): 54. Robert Marzano, "The Many Faces of Cooperation Across the Dimensions of Learning," in 
Enhancing Thinking Through Cooperative Learning, ed. I. Davidson and T. Worsham (New York: Teachers College 
Press, 1992), 7-28. 

17 Grayson H. Walker, Concept Mapping and Curriculum Design (Knoxville: Teaching Resource Center, 

University of Tennessee, 2002). 
 



 
 

  
 
  

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Sample 

A simple random sampling method was used to select the research sample from the original 

population, acknowledging the lack of homogeneity in terms of years of experience. The sample 

included 328 teachers, representing 6% of the original research population. The distribution of the 

research sample according to the demographic variables is presented in Table 1. 

Table 1: Distribution of Research Sample by Demographic Variables 

Variable Category Number of Individuals Percentage 

Gender Male 144 43.90%  
Female 184 56.10%  
Total 328 100% 

Experience < 10 years 175 53.35%  
≥ 10 years 153 46.65%  
Total 328 100% 

 

Instrument 

To assess the level of teachers' application of Marzano’s Dimensions of Learning Model, a 

questionnaire was developed. The questionnaire was designed based on a review of relevant 

studies, including those by Al-Shuwaili (2016), Youssef (2016), Hazaima (2019), and Zalami (2020). 

It comprised 50 items distributed across five dimensions: forming positive attitudes toward 

learning, acquisition and integration of knowledge, expanding and refining knowledge, purposeful 

use of knowledge, and productive habits of mind. The item distribution is detailed in Table 2. 

Table 2: Distribution of Questionnaire Items by Research Dimensions 

Dimension Number of Items Item Numbers 

Forming positive attitudes toward learning 10 1-10 

Acquisition and integration of knowledge 10 11-20 

Expanding and refining knowledge 10 21-30 

Purposeful use of knowledge 10 31-40 

Productive habits of mind 10 41-50 

 

Questionnaire Administration 

Participants responded to the questionnaire using a five-point Likert scale, where responses 

ranged from "Very High" to "Very Low." The scores were assigned as follows: 5 for "Very High," 

4 for "High," 3 for "Medium," 2 for "Low," and 1 for "Very Low." 

 

Pilot Study 

A pilot study was conducted to ensure the clarity and comprehensibility of the questionnaire 

items and instructions. The questionnaire was administered to a small sample of 28 teachers in 

Erbil who were not part of the main research sample. Based on the pilot study, no changes were 

deemed necessary, as the items were found to be clear and understandable. 

 

Validity of the Questionnaire 

Face Validity: The questionnaire's face validity was confirmed through expert review. Five 

faculty members from the College of Education evaluated each item for relevance and clarity. 



 
 

  
 
  

Volume 9, Number 2,  August 2024| 72 

 

  

Based on their feedback, some items were revised for improved wording and clarity. The final 

questionnaire consisted of 50 items. 

Construct Validity: The construct validity of the questionnaire was assessed through Pearson 

correlation coefficients, which measured the relationship between the total score and the sub-

dimensions. As shown in Table 3, the correlation coefficients ranged from 0.846 to 0.916, 

indicating a strong and statistically significant correlation, thus confirming the questionnaire’s 

accuracy in measuring its intended purpose. 

Table 3: Pearson Correlation Coefficients Between Total Score and Sub-Dimensions 

Dimension Pearson Correlation Coefficient 

Forming positive attitudes toward learning 0.869** 

Acquisition and integration of knowledge 0.846** 

Expanding and refining knowledge 0.916** 

Purposeful use of knowledge 0.905** 

Productive habits of mind 0.853** 

 

Reliability of the Questionnaire 

The reliability of the questionnaire was evaluated using three methods: test-retest reliability, 

split-half reliability, and Cronbach’s alpha. The results, shown in Table 4, indicate a high degree of 

reliability across all dimensions. The overall reliability was 0.959 for test-retest, 0.947 for split-half, 

and 0.874 for Cronbach’s alpha, suggesting that the questionnaire is highly reliable for measuring 

the application of Marzano’s Dimensions of Learning Model. 

Table 4: Reliability Coefficients of the Questionnaire 

Dimension Test-Retest (Pearson) Split-Half Cronbach's Alpha 

Forming positive attitudes toward learning 0.933** 0.935 0.841 

Acquisition and integration of knowledge 0.928** 0.901 0.832 

Expanding and refining knowledge 0.965** 0.956 0.866 

Purposeful use of knowledge 0.920** 0.914 0.853 

Productive habits of mind 0.924** 0.877 0.852 

Total Score 0.959** 0.947 0.874 

 

Statistical Methods 

Data analysis was conducted using various statistical methods, including the arithmetic mean, 

percentage, Student's t-test, Pearson correlation coefficient, Spearman correlation coefficient, and 

Cronbach's alpha, to ensure the reliability and validity of the findings. 

 

Research Results and Discussion 

Research Question 1:  

What is the Level of Application of the Principles of Marzano’s Dimensions of Learning 

Model by Teachers in Erbil City Schools in Their Teaching Methods? 

To address this question, the arithmetic mean, standard deviation, and rank average were 

calculated for the responses to the questionnaire items, which assessed the level of application of 

Marzano’s Dimensions of Learning Model by teachers in Erbil city schools. The analysis utilized 

a rating scale where scores were divided into five levels: very low (1.00–1.80), low (1.81–2.60), 



 
 

  
 
  

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medium (2.61–3.40), high (3.41–4.20), and very high (4.21–5.00). The results are summarized in 

Table 6. 

Table 6: Arithmetic Means, Standard Deviations, and Rank Averages for the Application of Marzano’s 

Dimensions of Learning Model by Teachers in Erbil City Schools 

Dimension Arithmetic 

Mean 

Standard 

Deviation 

Rank 

Average 

Rank Level of 

Application 

Forming positive attitudes 

toward learning 

21.65 7.880 2.16 5 Low 

Acquisition and integration of 

knowledge 

22.56 8.392 2.25 4 Low 

Expanding and refining 

knowledge 

23.02 8.683 2.30 2 Low 

Purposeful use of knowledge 23.19 8.446 2.31 1 Low 

Productive habits of mind 22.74 8.435 2.27 3 Low 

Total Score 113.16 39.744 2.26 - Low 

 

As shown in Table 6, the overall level of application of Marzano’s Dimensions of Learning 

Model by teachers in Erbil city schools is rated as low, with a total rank average of 2.26. The 

highest-ranked dimension is "Purposeful use of knowledge" (M = 23.19, SD = 8.446, Rank = 1), 

while the lowest-ranked dimension is "Forming positive attitudes toward learning" (M = 21.65, 

SD = 7.880, Rank = 5). These results indicate significant deficiencies in the teachers' performance, 

particularly in areas critical to fostering cognitive and conceptual understanding in students. 

 

Research Question 2:  

Are There Statistically Significant Differences Between the Average Scores of the Research 

Sample’s Responses to the Questionnaire Based on Gender? 

To examine potential differences in application levels based on gender, a t-test was conducted 

comparing the mean scores of male and female teachers. The results are detailed in Table 8. 

 

 

Table 8: T-Test Results for Differences in Application of Marzano’s Dimensions Based on Gender 

Dimension Gender N Mean SD df T-

value 

P-

value 

Significance 

Forming positive attitudes toward 

learning 

Male 144 15.84 6.504 326 5.885 0.000 Significant 

 
Female 184 22.08 8.020 

    

Acquisition and integration of 

knowledge 

Male 144 17.55 7.593 326 6.279 0.000 Significant 

 
Female 184 22.97 8.541 

    

Expanding and refining 

knowledge 

Male 144 18.37 7.940 326 6.090 0.000 Significant 

 
Female 184 23.51 8.810 

    

Purposeful use of knowledge Male 144 18.58 7.597 326 6.003 0.000 Significant  
Female 184 23.58 8.560 

    

Productive habits of mind Male 144 18.32 7.382 326 6.080 0.000 Significant 



 
 

  
 
  

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Female 184 23.19 8.564 

    

Total Score Male 144 88.66 34.260 326 6.237 0.000 Significant  
Female 184 115.34 40.324 

    

 

The t-test results in Table 8 reveal statistically significant differences between male and female 

teachers in the application of Marzano’s Dimensions of Learning Model across all dimensions, 

with female teachers consistently scoring higher. The overall t-value of 6.237 and a p-value of 

0.000 indicate a significant difference at the 0.05 level, favoring female teachers. This suggests that 

female teachers are more likely to implement effective teaching practices aligned with Marzano’s 

model, possibly due to a higher motivation to succeed and a greater emphasis on facilitating 

dialogue, enhancing student expression, and fostering critical thinking. 

 

Research Question 3:  

Are There Statistically Significant Differences Between the Average Scores of the Research 

Sample’s Responses Based on Years of Experience? 

To explore differences based on years of teaching experience, a t-test was conducted 

comparing teachers with less than 10 years of experience to those with 10 years or more. The 

results are presented in Table 9. 

Table 9: T-Test Results for Differences in Application of Marzano’s Dimensions Based on Years of Experience 

Dimension Experience N Mean SD df T-

value 

P-

value 

Significance 

Forming positive attitudes 

toward learning 

< 10 years 175 18.58 5.248 326 8.767 0.000 Significant 

 
≥ 10 years 153 26.84 8.447 

    

Acquisition and integration of 

knowledge 

< 10 years 175 19.69 5.713 326 7.777 0.000 Significant 

 
≥ 10 years 153 27.81 9.498 

    

Expanding and refining 

knowledge 

< 10 years 175 20.17 6.046 326 7.552 0.000 Significant 

 
≥ 10 years 153 28.40 9.812 

    

Purposeful use of knowledge < 10 years 175 20.88 6.195 326 6.111 0.000 Significant  
≥ 10 years 153 27.60 9.777 

    

Productive habits of mind < 10 years 175 20.29 5.711 326 6.682 0.000 Significant  
≥ 10 years 153 27.49 9.991 

    

Total Score < 10 years 175 99.61 25.723 326 7.858 0.000 Significant  
≥ 10 years 153 122.14 37.085 

    

 

The data in Table 9 indicate statistically significant differences in the application of Marzano’s 

Dimensions of Learning Model based on years of teaching experience. Teachers with 10 years or 

more of experience scored significantly higher across all dimensions, with a total t-value of 7.858 

and a p-value of 0.000. This suggests that more experienced teachers are better at applying 

Marzano’s principles in their teaching methods, likely due to greater familiarity with the model and 

accumulated teaching experience. 

 



 
 

  
 
  

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Discussion 

 The findings from this study provide a deeper understanding of the application of 

Marzano’s Dimensions of Learning Model by teachers in Erbil city schools, highlighting significant 

differences based on years of teaching experience. The analysis demonstrated that teachers with 

10 years or more of experience applied the principles of Marzano’s model more effectively than 

those with less experience. This outcome is statistically significant, as indicated by the t-value of 

7.858 and a p-value of 0.000, confirming that experience plays a critical role in the effective 

implementation of educational frameworks. 

The superior performance of more experienced teachers can be attributed to several key 

factors: 

1. Enhanced Professional Development: Teachers with greater experience are likely to have 

participated in more extensive professional development opportunities. In the context of 

Erbil, the Directorate of Education frequently offers training programs focused on 

contemporary teaching strategies, including those based on Marzano’s Dimensions of 

Learning. These programs are designed to enhance teaching competencies by introducing 

educators to advanced instructional techniques, classroom management strategies, and 

student assessment methods. As teachers accumulate years of experience, they have more 

opportunities to attend such training, refine their skills, and integrate these strategies into 

their daily teaching practices. 

2. Cumulative Experience and Mastery: Over time, experienced teachers develop a nuanced 

understanding of classroom dynamics, student needs, and effective teaching 

methodologies. This cumulative experience allows them to master the application of 

complex models like Marzano’s, particularly in adapting these principles to diverse 

classroom settings. Their ability to organize the learning environment, select tasks that 

foster critical thinking, and facilitate meaningful student interactions reflects a depth of 

pedagogical expertise that is typically acquired over years of practice. 

3. Application of Marzano’s Principles: The study’s findings suggest that experienced 

teachers are more adept at applying specific dimensions of Marzano’s model, such as 

purposeful use of knowledge, expanding and refining knowledge, and fostering productive 

habits of mind. These dimensions are crucial for developing students’ cognitive and 

metacognitive skills. Experienced teachers’ familiarity with these principles enables them 

to create more effective learning experiences, where students are encouraged to engage in 

higher-order thinking, problem-solving, and reflective learning. This contrasts with less 

experienced teachers, who may struggle with the practical application of these principles 

due to limited exposure and practice. 

4. Self-Efficacy and Confidence: The link between teaching experience and self-efficacy is 

well-documented in educational research. Poulou et al. emphasize that teachers with higher 

self-efficacy are more likely to implement effective classroom practices, which directly 

correlates with their ability to apply Marzano’s model. Experienced teachers, having 

encountered a variety of teaching challenges and successes, tend to exhibit greater 

confidence in their instructional abilities. This confidence translates into more effective 



 
 

  
 
  

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classroom management, more innovative instructional strategies, and a stronger focus on 

student-centered learning, all of which are integral to Marzano’s framework18. 

 

The results of this study align with findings from previous research, which similarly emphasize 

the importance of experience in the application of educational models. Al-Shuwaili’s 19 study on 

Arabic language teachers in Iraq revealed that more experienced teachers were better at fostering 

positive learning attitudes and integrating new knowledge, which are key components of Marzano’s 

model. This suggests that experience not only enhances a teacher’s ability to implement specific 

dimensions of the model but also improves their overall instructional effectiveness. 

Moreover, Zalami 20 found that experienced mathematics teachers in Jordan demonstrated 

higher proficiency in applying Marzano’s dimensions, particularly in integrating knowledge and 

fostering meaningful use of that knowledge. The current study’s findings corroborate this, 

indicating that the depth of understanding and skill required to implement these dimensions 

effectively is often a product of extensive teaching experience. 

In addition, the present study’s findings extend the research of Poulou et al) by reinforcing the 

connection between self-efficacy and the successful application of Marzano’s principles. The 

experienced teachers’ ability to implement these principles more effectively can be seen as both a 

cause and a consequence of higher self-efficacy, which is built through years of practice and 

professional development. 

The significant difference in application levels between more and less experienced teachers 

highlights a critical area for intervention. To bridge this gap, it is imperative that less experienced 

teachers receive targeted support and professional development tailored to Marzano’s Dimensions 

of Learning Model. Such training should not only focus on the theoretical aspects of the model 

but also provide practical, hands-on experiences that allow teachers to apply these principles in 

real classroom settings. 

Furthermore, educational policymakers in Erbil and similar contexts should consider 

implementing mentorship programs where less experienced teachers can learn from their more 

seasoned colleagues. These programs could facilitate the transfer of knowledge and skills, ensuring 

that all teachers, regardless of experience, are equipped to apply Marzano’s principles effectively. 

While this study provides valuable insights, it is important to acknowledge its limitations. The 

study was conducted within a specific geographic and cultural context, which may limit the 

generalizability of the findings. Future research could explore the application of Marzano’s model 

across different regions and educational systems to determine whether similar patterns emerge. 

Additionally, longitudinal studies could examine how teachers’ application of Marzano’s principles 

evolves over time, providing a more dynamic understanding of the relationship between 

 
18 Maria Poulou, Linda Reddy, and Charles H. Dudek, "Relation of Teacher Self-Efficacy and Classroom 

Practices: A Preliminary Investigation," School Psychology International 40, no. 1 (2019): 25–48. 
19 Haider Mohsen Salman Al-Shuwaili, "Evaluating the Performance of Arabic Language Teachers in Light of 

Marzano’s Learning Dimensions Model," Dhi Qar University Journal 11, no. 2 (2016): 134-162. 
20 A. Z. Zalami, "Teaching Practices of Intermediate School Mathematics Teachers in the Light of Marzano’s 

Learning Dimensions Model," Mathematics Education Journal, Egyptian Association for Mathematics Education 23, 
no. 3 (2020): 217-239. 



 
 

  
 
  

Volume 9, Number 2,  August 2024| 77 

 

  

experience and teaching effectiveness. 

This study confirms that teaching experience significantly enhances the ability to apply 

Marzano’s Dimensions of Learning Model effectively. The findings underscore the importance of 

continued professional development and support for less experienced teachers, as well as the value 

of experience in fostering high-quality educational practices. By addressing the identified gaps, 

educators and policymakers can work towards ensuring that all teachers are capable of delivering 

the best possible education to their students, fully utilizing the potential of Marzano’s model to 

improve learning outcomes. 

 

Conclusion 

The findings of this study indicate that the overall level of application of Marzano’s 

Dimensions of Learning Model by teachers in Erbil city schools is low, with an arithmetic mean 

score of 2.26. This suggests that the principles of Marzano’s model are not being fully implemented 

in teaching practices across these schools. Additionally, the study reveals significant differences in 

application levels based on gender and years of experience. Female teachers demonstrated a higher 

level of application compared to their male counterparts, and teachers with 10 or more years of 

experience showed greater proficiency in applying Marzano’s principles than those with less 

experience. 

Based on these findings, it is crucial to enhance teacher training programs, particularly by 

focusing on teaching practices that reflect the principles of Marzano’s Dimensions of Learning 

Model, with special attention to areas identified as weak in this study. Increasing teachers' 

awareness and skills related to the Marzano model is also essential, which could be achieved 

through targeted training courses, workshops, model lessons, scientific meetings, and peer visits. 

Furthermore, incorporating modern teaching trends into instructional practices, particularly those 

aligned with Marzano’s model, is recommended. This includes using various activities, cooperative 

exercises, concept maps, and higher-order thinking questions in textbooks and classroom 

activities. Providing the necessary resources and support for the implementation of these modern 

teaching strategies in the classroom is also vital. Lastly, further research should explore the 

application of Marzano’s Dimensions of Learning Model at different educational levels, such as 

the preparatory stage, and evaluate the effectiveness of training programs designed to enhance 

teachers’ performance in light of Marzano’s principles. These steps are intended to improve the 

overall application of Marzano’s model in teaching practices, thereby contributing to the 

enhancement of educational quality in Erbil city schools. 

 

Reference 

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