P. Kadivar; V. Farzad; M. Dasta
Volume 8, Issue 23 , April 2012, , Pages 96-118
Abstract
One of the main educational goals teachers and parents expect the students to attain is the ability to solve problems. The purpose of this study is to investigate the causal relationship between achievement goals and self-regulation strategies with math problem-solving performance. To this aim, casual-correlational ...
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One of the main educational goals teachers and parents expect the students to attain is the ability to solve problems. The purpose of this study is to investigate the causal relationship between achievement goals and self-regulation strategies with math problem-solving performance. To this aim, casual-correlational research method was adopted, and two questionnaires on achievement goals (Elliot & McGregor, 2001) and self-regulation strategies (Pintrich et. al, 1991) as well as a math test were used. The results indicated that only motivational strategies had a direct impact on problem-solving. Moreover, mastery-approach and performance-approach goals had a direct impact on cognitive, metacognitive, motivational and resource management strategies but an indirect impact on problem-solving performance. The findings are in line with some earlier studies but in contrast with some others. The important point is the low variance of problem-solving performance. One of the factors contributing to such a low variance might be the fact that cognitive, metacognitive and resource management strategies have had no impact on problem-solving variable.
Shahram Vahedi; Fatemah Frajian; Javad Hatami
Abstract
The present study aimed at examining motivational profiles of Tabriz highschool students and testing whether the profile groups differed on academic achievement. Therefore, using a multistage cluster method, 781 subjects were selected, from which, 691 people were entered the analysis. They were assessed ...
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The present study aimed at examining motivational profiles of Tabriz highschool students and testing whether the profile groups differed on academic achievement. Therefore, using a multistage cluster method, 781 subjects were selected, from which, 691 people were entered the analysis. They were assessed through the academic motivation scale questionnaire. Hierarchical cluster analysis method, ANOVA, and MANOVA were used to determine the optimal cluster structure of students. The results revealed that 4 profiles: a good quality motivation group (i.e., high autonomous, low controlled); a poor quality motivation group (i.e., low autonomous, high controlled); a low quantity motivation group (i.e., low autonomous, low controlled); and a high quantity motivation group (i.e., high autonomous, high controlled. At the end of the semester, the students in good quality motivation group showed better performance.
F P; A K; N F
Volume 3, Issue 10 , January 2008, , Pages 98-116
Abstract
method:the scale structured the base on Thurston,s theory .The scale is consisted of seven domains:verbal ability ،verbal fluency،numder ability ،deductive reasoning ،perceptual speed،memory and spatial comprehension.The scale performanced on 513 tehranian high school students population To determain ...
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method:the scale structured the base on Thurston,s theory .The scale is consisted of seven domains:verbal ability ،verbal fluency،numder ability ،deductive reasoning ،perceptual speed،memory and spatial comprehension.The scale performanced on 513 tehranian high school students population To determain reliability ، we use testretest ،split ، half method ،kuder-Richardson، and to determain validity ، we use of content validity،criterion validity (concurent validity،predictive validity)،construct validity (factorial validity)،discriminant validity) Coefficent is 0.85،split ،method result: Test retest reliability Is 0.75، koderrechardson coefficient is 0.87.all of the reliability coefficent are dependability.The scale is valid to assess intelligence ، Concurent validity is 0.52 ،predictive validity is 3.91and has ability to differentiate between borderline ،bright and normal individual.ر
mohammad sedighi ghaderi; esmail zare'i zavaraki
Abstract
The purpose uf this research was to study strategies of information and communications technology development in USA. Australia and India educational system and to compare them with Iran. The important questions of the study were: what are objectives and strategies of these countries in area of g. information ...
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The purpose uf this research was to study strategies of information and communications technology development in USA. Australia and India educational system and to compare them with Iran. The important questions of the study were: what are objectives and strategies of these countries in area of g. information and communications technology? What are their innovations for developing of information and communications technology in educational system? The research method was § descriptive, according to Brody's method. The results indicated that: objectives, strategies and innovations in USA are: to prepare students for twenty first century; smart schools design; t; smart class design; national program for developing Information g. and communications technology in education. Objectives, strategies and innovations in Australia are: prepare of creative students for using Information and communications technology; to develop oflnternational instruction and resources network. Objectives, strategies and innovations in India are: to develop of country as a powerful country in In.formation technology till two thousands eighth year; computers literacy and studies design; information and communications technology in schools design; smart schools design. Objectives, strategies and innovations in Iran are: to prepare of teaching and learning environment according to Information and communications technology in society and education ;smarl schools project Internet Bus project ;Roshd instructional network and distance education.
Karim Sevari (PhD); Kiomers Beshlideh (PhD); Manijeh Shehni (PhD)
Volume 5, Issue 14 , July 2009, , Pages 100-114
Abstract
The aim of the present study was to find out the relationship between time management and self-efficacy with academic procrastination among university students. The statistical society comprised all students who were studying at Payam-e-noor University in Ahvaz city. Among these, 180 students were randomly ...
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The aim of the present study was to find out the relationship between time management and self-efficacy with academic procrastination among university students. The statistical society comprised all students who were studying at Payam-e-noor University in Ahvaz city. Among these, 180 students were randomly selected as sample group. The research instruments were Trueman, and Hartely (1996), Schwarzer and Jerusalem (2000) questionnaires and also researcher structured questionnaire (1387). The collected data were analyzed and the result showed that there is a negative relationship between time management and academic procrastination and also self-efficacy with academic procrastination. Regression analysis by using enters method also showed multiple relations among time management and self-efficacy with academic procrastination.
Mohammad Ali Tavakoli
Volume 9, Issue 28 , July 2013, , Pages 100-122
Abstract
The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional ...
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The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional descriptive study. The sample consisted of 600 students (281 females and 319 males) selected using cluster random sampling from a population of students of Islamic Azad University-Abadan Branch. The participants were assessed using Aitken Procrastination Inventory. The collected data were analyzed by t-test, ANOVA, correlation coefficient, and multivariate regression analysis, and with the help of SPSS 18. The findings showed that 14% of all students, 12% of female students, and 14.1% of male students had high levels of academic procrastination, while 70.8% of all students, 68.8 % of female student, and 68.7% of male students showed average levels of academic procrastination. Other results indicated that females and students who were interested to their fields of study showed lower levels of procrastination. The relationship between procrastination and age was not significant, but there was a negative relationship between procrastination and academic achievement. Moreover, students who studied in the morning and during the semester, as well as those who entered the University for gaining knowledge and skills showed lower levels of procrastination. The multivariate regression analysis showed that preferences of study time, interest in a field of study, academic achievement, and gender variables accounted for 22.6% of the variance in academic procrastination. Academic procrastination is highly prevalent among university students. This issue may affect different aspects of students’ education, health, and career prospects. Therefore, appropriate measures are recommended to diagnose and treat academic procrastination in university students.
Esmaiel Soliemani; Ali Sheikholeslami; Mahnaz Mousavi
Abstract
This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school ...
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This study examined the effectiveness of emotional intelligence training on the social competence and emotional regulation of the bullying students. Research method was experimental with pretest-posttest control group. The study sample consisted of the bullying students that were selected in the school year 94-1393 with multi-stage cluster sampling from the population. To collect data, the Revised Bullying Olwis Scale, Social Competence Questionnaire and Emotional Regulation Scale were used. The experimental group received 8 sessions and during the meetings the control group was not given any training. Multivariate analysis of variance showed that there is a significant difference among bullying students in the experimental and control group in social competence and emotional regulation. In other words, there is a difference in the component average of social competence and emotional regulation in experimental group after learning social-cognitive problem solving. These results suggest that emotional intelligence training can modify social competence and emotional regulation in the bullying students.
hossein eskandari; Hamid Darrodi; Farzaneh Bahrami
Volume 11, Issue 35 , April 2015, , Pages 105-121
Abstract
Document of basic evolution of education has described teacher as an example of honesty and knowledge. Authority is one of the key features of teacher that divided into desirable and undesirable ones. Usually, different kinds of authority are divided into two general categories: content-legal and formal-existential ...
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Document of basic evolution of education has described teacher as an example of honesty and knowledge. Authority is one of the key features of teacher that divided into desirable and undesirable ones. Usually, different kinds of authority are divided into two general categories: content-legal and formal-existential as desirable and undesirable ones. This study examined the relationship between types of teacher authority and anxiety, depression and achievement. Two questionnaires were used to collect data: the first one a researcher- made questionnaire to examine teacher’s authority and second one a mental health questionnaire (with two subscales of anxiety and depression). All of the high-school female students in 1393, in Bojnord were the population of this study. 378 students were selected as the sample size. The results showed that there was no significant relationship between formal-existential authority of teachers and achievements of students. But, there was significant positive relationship between this kind of authority and depression and anxiety of students. There was a significant positive relationship between content-legal authority of teachers and students achievements, and there was a significant negative relationship between this kind of authority and depression. The findings had high integrity and were in keeping with our expectations of different types of authority. formal- existential authority as undesirable one had direct relationship with anxiety and depression, and content-legal authority as desirable one had direct relationship with achievement and indirect with depression. Teachers through content-legal authority and their scientific and moral personality, in addition of respecting to students’ independence, can play a role as a desirable example (osveye hasane). On the other hand, teachers through avoiding imposing formal-existential authority can lead educational process toward safe academic achievement, internal motivation and totally toward deeper educational flows.
mahmoud golzari
Hassan Malaki; Ali Delavar; Gholam Ali i Ahmad; Mohsen Hajitabar Firouzja’i
Volume 8, Issue 26 , January 2013, , Pages 106-154
Abstract
The present research aimed to probe into the degree of correspondence among intended, implemented, and attained curricula of social studies in the first year of Tehran high Schools. It was an analytical–descriptive research, and the studied population of the research comprised the members of social ...
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The present research aimed to probe into the degree of correspondence among intended, implemented, and attained curricula of social studies in the first year of Tehran high Schools. It was an analytical–descriptive research, and the studied population of the research comprised the members of social studies curriculum planning council, school administrators, teachers, heads of educational groups, and students in the first year at high schools in the city of Tehran. The sample size was consisted of 20 school administrators, 200 school students, 19 heads of educational groups of social studies, 60 students as the representatives of student groups and 52 teachers in Tehran high schools. The sampling method used for teachers, administrators, students, and representatives of students was a randomly clustering multi-stage sampling. To collect the required data, in addition to the analysis of all related documents, views of the members of the social studies curriculum planning council, school administrators, teachers, the heads of educational groups, and students were sought. Moreover, 20 social studies classrooms across the city of Tehran were observed and the students therein were tested based on administering knowledge, attitude and skill tests, and finally the mean of end-course (summative assessment) and through the course (formative assessment) scores was computed. Despite the fact that social studies curriculum planning was appraised as well-planned, and that the results from the present research shed a clear light on social studies curriculum planning at three mentioned stages, they would probably be an indicative of many factors developers might have to deal with such as inadequate teacher training, insufficient facilities to facilitate learning, the difficulty level of contents, and so on at implementation stage. Besides, results of students’ scores during a schooling year and results from three tests including knowledge, skill, and attitude tests revealed that students’ performance in knowledge test was good and in skill test satisfactory, but their performance in attitude test was found to be weak. Given that lots of weaknesses were observed in implemented curriculum planning accompanied by not achieving skill and attitudinal goals, it is essential that the social studies curriculum planning council, school administrators, and teachers make further attempts to lessen discrepancies in three curricula, namely the intended, the implemented, and the attained related to social studies in first high school year through applying appropriate methods.
farhad saeidi; javad poorkarimi
Abstract
The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental ...
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The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental as pre-test-post-test. The statistical population included sixth grade male students in the primary school of Sanandaj who were studying in the academic year 2020-2021. The present study was conducted in coordination with three experienced teachers in three classes of 15 people, each of whom was in charge of a different teaching method. The number of teaching sessions was 8 sessions. SPSS software and analysis of covariance were used to analyze the data. The results show that the layer-by-layer teaching method has a higher average score (9.73, p<0.05) compared to the online and exploratory teaching methods. Accordingly, attention to new teaching methods, including the layer-by-layer teaching method, should be further studied and used.
seyedmostafa sharif; mohamadreza nili; vares parseh
Abstract
The main aim of this research is lo study internal efficiency of technical and vocational branch of high school education in Kehklouyeh and Boyerahmad province. The statistical population included all of the technical and vocational students of high school education in Kehklouyeh and Boyerahmad province ...
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The main aim of this research is lo study internal efficiency of technical and vocational branch of high school education in Kehklouyeh and Boyerahmad province. The statistical population included all of the technical and vocational students of high school education in Kehklouyeh and Boyerahmad province during years 1377 to 1382. The whole statistical population was also used and analyzed as research sample. The results revealed significant differences in terms of internal efficiency indexes. These findings will be discussed in detail in this paper.
Saeed Ghiasi Nodooshan; Kamran Malekpour Lapari; Fatemeh Razavi
Abstract
The main objective of this study was to investigate the relationship between campus climate with academic optimism and academic stress among the students. The research method was descriptive survey - correlation. The study population Allameh Tabatabai University Central Campus students in the academic ...
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The main objective of this study was to investigate the relationship between campus climate with academic optimism and academic stress among the students. The research method was descriptive survey - correlation. The study population Allameh Tabatabai University Central Campus students in the academic year 94-1393 and the numbers are 7851. Using multi-stage cluster sampling based on Morgan table, 381 individuals (77 males, 116 females) were selected randomly. Three questionnaires were used to collect data (campus climate, academic optimism academic stress). To determine the validity of these tools from experts in the field were and to ensure the reliability of Cronbach's alpha coefficient formula is used, the results obtained in order for each questionnaire, 87/0, 81/0 and 86/0 respectively. To analyze the data both descriptive and inferential statistics were used. The descriptive statistics such as mean, standard deviation, and frequency of use Kolmogorov-Smirnov and inferential statistics tests for normality and to explore the relation between variables and Pearson's correlation coefficient was used to generalize results to the community sample and finally to analyze the results SPSS 22 software was used. According to research findings, significant negative relationship between campus climate and academic stress and there is a significant positive relationship with the academic optimism. That is, the campus climate is more empathetic, stress less educated and more academic optimism seen among students.
Mehri Akhlaqi; Siavosh Talepasand
Volume 11, Issue 36 , July 2015, , Pages 111-129
Abstract
The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic ...
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The present study was conducted with the aim of examining the effectiveness of multidimensional motivational-cognitive interventions on task value, mastery goal orientation and academic self-efficiency. This study was quasi-experimental, and the first grade female high school students of Semnan in academic year of 2014-2015 consist of the statistical population of the study. A total of 34 students were selected from two different schools by available sampling method and were randomly assigned into control and experimental groups. Also, participants completed Motivational Strategies for Learning Questionnaire by Pintrich and De Groot. Hypotheses were tested using univariate analysis of covariance model. Findings showed the effectiveness of multidimensional motivational-cognitive intervention on internal goal orientation and self-efficacy in participants of experimental group, but there was not a significant difference between two groups in task value component. Multidimensional motivational-cognitive interventions result in increasing self-efficacy component and developing internal goal orientation component in students.
Mehran Sardaripour (PhD); Hassan Ahadi (PhD)
Volume 5, Issue 15 , January 2010, , Pages 111-126
Abstract
The objective of the present study was to review the role of cognitive and somatic anxiety in athletic performance. The statistical sample comprised a group of 60 indoor football players participating in the footsal matches of the Social Security Organization in Tehran in 2009-2010 using a random ...
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The objective of the present study was to review the role of cognitive and somatic anxiety in athletic performance. The statistical sample comprised a group of 60 indoor football players participating in the footsal matches of the Social Security Organization in Tehran in 2009-2010 using a random method. In this study, the cognitive and somatic anxieties are the predicting variables and athletic pressure and heartbeat, Competitive State Anxiety Inventory-2 (CSAI-2) and players' performance questionnaire were used. In order to analyze the data, the Pearson correlation and regression were used as two variables employing Enter method and SPSS software. The results showed that, there is a meaningful negative relation between the cognitive and somatic anxiety and the athletic performance of the players. The cognitive and somatic anxiety also define each about 12% of the athletic performance; whereas, 32% of the athletic performance of the players is defined by self-confidence.According to this study, anxiety at an average level results in the best athletic performance, whereas anxiety at low or high level is detrimental to athletic performance.
azadollah karami; hasan maleki
Abstract
The present study aims to compare the effectiveness of the collaborative teaching methods and brainstorming method on social competence of the male students in the second grade of secondary school in Qods town. This research is applied and uses the quasi-experimental method. The research plan included ...
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The present study aims to compare the effectiveness of the collaborative teaching methods and brainstorming method on social competence of the male students in the second grade of secondary school in Qods town. This research is applied and uses the quasi-experimental method. The research plan included pretest and posttest with both number 1 and number 2 experiment groups. The research population consisted of all the male students in the second grade of secondary school of Qods town in the school year 2011-2012. Using Two-stage cluster sampling method, 2/1 and 2/3 classes of Shahid Mortazavi secondary school were randomly selected as the sample population.Theclass2/3 was randomly assigned to be exposed to the independent variable of collaborative method, and the class 2/1 was assigned to be exposed to the independent variable of brainstorming. First, the social competence pretest was administrated to both groups, and both groups were post-tested after passing the course in the second semester. By using the multivariate analysis of variance test (MANOVA), the data resulted from pretest and posttest was analyzed for difference scores. The results of this research showed that the collaborative teaching method was more effective on social competence compared to brainstorming method. In order to improve the mental-social state of the students, teachers are recommended to get familiar with the usage of active methods of teaching.
hamideh pakmehr; hossein karshki
Volume 10, Issue 34 , January 2015, , Pages 112-126
Abstract
Considering the importance of critical thinking disposition and its’ the factors affecting, the present study was aimed to assess and explain the impact of students’ epistemological perspectives critical thinking disposition. This research method was causal-comparative. The statistic ...
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Considering the importance of critical thinking disposition and its’ the factors affecting, the present study was aimed to assess and explain the impact of students’ epistemological perspectives critical thinking disposition. This research method was causal-comparative. The statistic population consisted of all humanities students in Bafg PNU (460). 146 students were selected through stratified and sample size formula. They completed Ricketts’ critical thinking disposition (2003) and Schommer’ epistemological belief (1998) questionnaire’s. The findings showed that (1): There was significant difference between the two groups of students with complex and raw epistemological belief’s to critical thinking disposition .2- Most students were complex epistemological beliefs. 3. The students’ critical thinking disposition was not desirable. According to the results, change on the raw beliefs into complex beliefs, can be used to strengthen critical thinking and advanced the higher education goals.
E. Zaraii Zavaraki (Ph.D)
Volume 4, Issue 13 , October 2008, , Pages 112-135
Abstract
The purpose of this study was to analyze educational program of M.A instructional technology in order to present a suitable program in Iran. The important questions of the study were: What are objectives and necessaries of revise in the M.A instructional technology program? What are objectives and necessaries ...
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The purpose of this study was to analyze educational program of M.A instructional technology in order to present a suitable program in Iran. The important questions of the study were: What are objectives and necessaries of revise in the M.A instructional technology program? What are objectives and necessaries of the M.A instructional technology program in the world? What are the syllabuses of the M.A instructional technology program in the world? What are the teaching and learning resources of the M.A instructional technology program in the world? What are the human and non human resources of the M.A instructional technology program in the world? In order to study global experiences in this area, some of the high rank universities selected and studied their educational programs. So, according to review of global situations, a questionnaire designed and applied on Iranian instructional technology teachers and their M.A students. By analytical and descriptive methods, a suitable program designed for instructional technology in M. A. level of this subject.
Z salman
Volume 10, Issue 33 , October 2014, , Pages 113-128
Abstract
Objective: The purpose of this research was the study of rate of the effect of sport on mental health female teachers. Methodology: The method of this research was semi-experimental. Statistically society included the whole of female teachers that lived in 5 and 6 areas of Tehran city in 1391-92 and ...
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Objective: The purpose of this research was the study of rate of the effect of sport on mental health female teachers. Methodology: The method of this research was semi-experimental. Statistically society included the whole of female teachers that lived in 5 and 6 areas of Tehran city in 1391-92 and 50 persons selected between them strait randomly. In first, for assessing of mental health the general health questionnaire (Goldberg, 1979) completed by participants that was included four subscales with 7 item in each of them. Next, they simple randomly put into 2 groups (25,experimental group; mean age: 34/96 and 25, control group; mean age: 33/88). Results: Analyses (MANOVA) indicated there were significantly difference (p = 0/000) between experimental and control groups in the effect of sport on mental health, physical cues, anxiety, depression and disorder in society function. Conclusion: According with present findings demonstrated that physical activity and sport were influenced on mental health and physical cues, anxiety, depression and disorder in society function.
روانشناسی یادگیری
omidali mohammadverdi; massoud sharifi; Jalil fathabadi; vahid nejati
Abstract
Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. ...
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Aim: The purpose of this study was to determine the variations of the daily and weekly cycles of students' mathematical logic. Methods: The research was done in correlation method. The statistical population of the research was 11th grade of female students in human science in Khodabandeh city in 1396-1397. They were selected by random cluster sampling of 36 people in two classes. The test was performed for two weeks in two rounds of morning (8, 9.30, 11) and afternoon (13, 14.30, 16.15). The Horn and ostburg questionnaire (1976) was used to measure the chronotype, and the parallel forms tests of researched mathematical logic were used to measure the mathematical logic. The mixed analysis of variance was used to analyze the data. Results: The results showed that there is a significant difference between the efficiency of students' mathematical logic at different hours of the day(f=4/215, p= ./0001), but the efficiency of mathematical logic was not significant in different days of the week. The efficiency difference of mathematical logic among the morning, afternoon, and evening was significant(f= 2/71, p= ./0004). The efficiency of students' mathematical logic differed significantly in terms of chronotype at different hours of the day(f= 3/028, p< ./0005). Conclusion: Regarding the differences in the efficiency of students' mathematical logic in terms of day and night rhythms as well as the individual differences in terms of chronotype, it is necessary that these results to be considered in the teaching and learning process in educational settings.
Hussein Eskandari
Volume 8, Issue 25 , October 2012, , Pages 114-137
Abstract
In recent documents issued by the Ministry of Education, the word "Identity" has been frequently repeated and underlined. One of the main missions of the talent identification activities of schools is to foster different dimensions of identity such as personal identity, social identity and religious ...
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In recent documents issued by the Ministry of Education, the word "Identity" has been frequently repeated and underlined. One of the main missions of the talent identification activities of schools is to foster different dimensions of identity such as personal identity, social identity and religious identity. In this regard, this research is designed to identify whether there is any meaningful relationship between talent identification activities and identity dimensions (personal, social and religious). 24 schools housing 540 (male and female, rural and urban, guidance- and high-school) students were selected as the statistical sample through stage sampling method. In each school, two kinds of questionnaire were applied. One of them was also answered by talent identification teachers to assess the activities of the schools in the school year 2010-2011. The results showed that the students' scores for personal identity were high. Although their scores for social as well as religious identity were over average, they were not satisfactory. As reported by talent identification teachers, the activity level of 34% schools was high, 34% medium and 31% low. Among them, girls' schools were better than boy's, and urban schools outperformed rural ones. In regard of the main pivot of this research, the results showed that there is generally a positive meaningful relationship between talent identification activities of schools and social identity of the students while there is no relationship between these activities and the other two dimensions. Analysis of the results after the detachment of variables showed that there was no meaningful relationship in 19 cases, negative relationship in three cases and positive relationship only in two cases of the total 24 cases. These results may lead to this conclusion that talent identification activities have no important role in the formation of identity dimensions of students.
Ali Abdi; Habib Soleymani; Bijan Rezai
Volume 9, Issue 27 , April 2013, , Pages 114-133
Abstract
The present study aims to investigate the effect of Multiple-Intelligence-Based Instruction (MI) on learning process and attitude towards General English course among students of Islamic Azad University of Kermanshah in the second semester of the educational year 2010-2011. 61 male and female students ...
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The present study aims to investigate the effect of Multiple-Intelligence-Based Instruction (MI) on learning process and attitude towards General English course among students of Islamic Azad University of Kermanshah in the second semester of the educational year 2010-2011. 61 male and female students in two different General English classes were selected using random cluster sampling. The experimental group consisted of 32 students, and the control group included 29 students. A quasi-experimental research method with a pretest and posttest design was used. The experimental group was taught in accordance with the theory of MI and the control group was instructed using the classical method of teaching General English. The course duration was eight weeks. A 30-item researcher-made survey was used to determine the effectiveness of Multiple-Intelligence-Based Instruction compared with the classical method. Besides, a 15-item questionnaire was used to assess the learners’ attitude towards General English course. The multivariate analysis of covariance (ANCOVA) and the independent sample t-test were used to analyze the statistical data. The results of the study showed that there was a significant difference in the level of General English learning progress between experimental and control groups. In other words, the students taught applying MI theory exceeded those taught using classical methods both in general and separate levels of learning English (vocabulary, reading comprehension, and grammar). The results also indicated that the attitude of experimental group students towards learning English improved significantly after the test course.
Zahra Mahdavi; Irandokht Fayyaz
Volume 10, Issue 32 , July 2014, , Pages 115-137
Abstract
Goal achievement in any social actions results in fruitfulness of those actions. As a means for growth, development and exultation of human capital, on-the-job training is also a social action. Some factors have definitely affected realization of the objectives of on-the-job training courses the identification ...
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Goal achievement in any social actions results in fruitfulness of those actions. As a means for growth, development and exultation of human capital, on-the-job training is also a social action. Some factors have definitely affected realization of the objectives of on-the-job training courses the identification of which on the one hand and resolution of the hindrances on the other hand could lead to more effectiveness of such courses. This study therefore has two purposes: first, identifying the foregoing factors, and then, presenting a structural model of these effective factors. To this end, it is assumed that two general groups of factors, namely personal factors including sex, age, service longevity, educational background, and social factors including lesson plan, teaching in practice, teaching assessment and interpersonal relationships influence effectiveness. The necessary data were gathered from ١٨٠ teachers in the city of Badrood, province of Esfahan, who were selected using simple random sampling method. The confirmatory factor analysis technique was adopted for the purpose of testing the fit level of the model, and some hypotheses were formulated for testing the model. Research findings suggest that none of the foregoing personal factors has influenced course effectiveness whereas all social factors have had a positive impact on effectiveness.
hamid alizadeh; tahereh bahmani
Abstract
This comparative research studies writing skills in the grade elementary students with and without attention deficit hyperactivity disorder (ADHD) in Fasa. Utilizing a cluster sampling procedure, from 6 schools 60 students were recruited (30 for comparison, and 30 for exposure group}. Students with ADHD ...
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This comparative research studies writing skills in the grade elementary students with and without attention deficit hyperactivity disorder (ADHD) in Fasa. Utilizing a cluster sampling procedure, from 6 schools 60 students were recruited (30 for comparison, and 30 for exposure group}. Students with ADHD from these groups (l Sboys, 15girles) have been selected applying DSM IV-TR (2000) and Conner's scale. The instrument used for writing skills was Writing Skills Improvement Test for Ggrade Elementary. The findings showed that normal e, students have a belier ability in writing (dictation & §' compositioni.Also, the findings displayed that ADHD-1 subgroup had the weakest ability in these skills. No gender difference was observed in the both groups. Furthermore, a high correlation was found between DSM IV-TR (2000) and Conner's scale, but there is not meaning relationship between writing skills and variations of disorder. This study concludes that students with ADHD have significant difficulties in some aspects of writing
parvin ghadiri; hasan asadzadeh
Abstract
This study was done to find out any relationship between perceptions of classroom environment and goal orientation with math academic achievement of female secondary students in district 9) in Tehran city. 150 students were selected as sample group through cluster sampling."What happens in this classroom" ...
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This study was done to find out any relationship between perceptions of classroom environment and goal orientation with math academic achievement of female secondary students in district 9) in Tehran city. 150 students were selected as sample group through cluster sampling."What happens in this classroom" (WIHIC) and "goal-oriented education" (AGOR) scales was used for collecting of required data. Also, were measured math achievement in the first semester with final scores math (calculus). Statistical analysis of data was done using SPSS statistical software that includes using Pearson Spearman correlation test and regression analysis. Results showed that there is significant relationship between perceptions of classroom environment and education achievement of math. Also there is significant relationship between perceptions of classroom environment and goal orientation; but there is no significant relationship between goal orientation and education achievement of math. Also, regression analysis results showed that perceptions of classroom environment predict education achievement of math and mastery goal orientation
