The goal of this study is to identify the high school students' view studying science & humanities on teacher's role, methodology, & learning process in both girl 's smart high schools & mainstream ones. The scope of the study is seven districts of Mashhad in the academic year of 1390-1391.It was hypothesized that the teacher's role, methodology ,& learning process differ significantly in girl's smart schools & mainstream ones.
Therefore, to prove the hypotheses the researcher used field research, and the survey method. Regarding the great number of the statistical society, the method of random cluster sampling has been used. The sample quantity is selected based on the Morgan's table. The sample for this survey research comprised 853 students from seven smart schools & seven mainstream schools. The samples were 420 girl students from 7 mainstream schools & 433 girl students from 7 smart schools.
In order to assess the hypotheses, the method of questionnaire consisting 57 questions was used. To determine the reliability of the questionnaire conducted by the researchers, the instructors' and advisors' ideas were used and for determining its validity, the Alpha Cronbach's approach was used. The validity of the learning process questionnaire was 0.934 and that of methodology was 0.826 & that of the teacher's role was 0.835. In order to investigate the normality of the data distribution, the Kolmogorov Smirnov test, in relation with learning process, methodology and teacher's role from the perspective of humanities & basic sciences students, was used. Regarding the abnormality of the data in analyzing the hypotheses , the Mann Whitney test was used. After administering the test and investigating & analyzing the data, the result showed the confirmation of the hypotheses; i.e. , learning process, methodology & teacher's role from the perspective of the students of humanities & basic sciences in smart schools had a higher average compared with those of the mainstreams.
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