khosru rashid; abolghasem yaghobi
Abstract
ackground: Oral classroom questioning is a part of educational process and have a positive effect on learning if can be applied correctly. Objectives: The purpose of this study was to investigate and compare the effects of several oral questioning techniques on learning mathematics and on student’s ...
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ackground: Oral classroom questioning is a part of educational process and have a positive effect on learning if can be applied correctly. Objectives: The purpose of this study was to investigate and compare the effects of several oral questioning techniques on learning mathematics and on student’s interest toward mathematics. Methods: For this,25 mathematics class of high school male students from 5 educational field of Tehran city were selected(5 class from each field that had the same teacher).Teachers were thought that perform one of this procedures in each classes:1-class without classroom questioning,2-class with high cognitive level questions(upper than knowledge level),3-class with feed back for questions,4-class with selecting students for answering several seconds after explaining the question,5- class with questions in knowledge level, without feedback and selecting students for answering before explaining the question. After teaching mathematics in these ways for 10 sessions, a math exam and an interest questionnaire about math carried out. Data were analyzed with analyze variance and follow-up tests. Results: Results indicated that when students select for answering the question several seconds after explaining the question, the rate of learning is meaningfully more than the time that there isn,t any classroom questioning or when classroom questioning perform with questions in knowledge level, without feedback and selecting students for answering before explaining the question. Also, there was a meaningful different between interest of students without classroom questioning and students with selecting students for answering several seconds after explaining the question. Conclusion: If oral classroom questioning can be applied professionally correct, it has a positive effect on Math learning and liking.
maryam gheytarifi; khosro rashid
Abstract
some people believe that video games have negative correlation with mental health and scholastic performance and influences the range of aggressive behaviours, anxiety, and deppression in people do it. The goal of this research was studying the effect of doing video games on students mental health and ...
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some people believe that video games have negative correlation with mental health and scholastic performance and influences the range of aggressive behaviours, anxiety, and deppression in people do it. The goal of this research was studying the effect of doing video games on students mental health and scholastic performance(a group that didn,t play video qemes,e group that play a little and a group that play very much).Dependent variable of this study were mental health(with it, s five subgroups named anxiety, hostility, deppression, somatization, & interpersonal sensivity)and scholastic i performance. Statistical universe of this study were all students of the guidance school of Tehran city in 1383-84 scholastic year. Sample volume were 606 students (involve girls and sons) that were selected randomly.Measurement equipment was Sympytom Chekhlist-90- R.Results showed that there is a meaningful differences between mental healths of students didn,t play video games and the students that played very much. This difference were between this two groups in hostility, somatization and anxiety too. There were meaningful difference in hostility between the students played video games a little and those played very much.too. There wasn,t any meaningful difference between these three groups in scholastic performance.
