Zabih Pirani; alireza faghihi; sed Ali Moosavi
Abstract
The present study was performed by a qualitative-phenomenological method seeking to understand and comprehend this concept. Data collection and sampling methods were respectively semi-structured and targeted interviews. The sampling process was continued according to the prevailing "theoretical saturation" ...
Read More
The present study was performed by a qualitative-phenomenological method seeking to understand and comprehend this concept. Data collection and sampling methods were respectively semi-structured and targeted interviews. The sampling process was continued according to the prevailing "theoretical saturation" rule in qualitative methods with the sample size up to 23 interviews with three groups of students, parents, and teachers. The Colaizzi multi-stage model was used to analyze the data. All relevant data were organized in the form of sub-, primary/macro, and central categories. Accordingly, 61 sub-concepts, 5 main categories (group of students), 3 categories (parents), and 4 categories (teachers) were obtained. Examining the lived experiences of these actors was accompanied by contradictions in views and some similarities. The similarities included success in exam (competitive examination), score (grading), and occupation and emphasis on "multiple successes", "family status", "emphasis on exam results", and the "empirical discipline model" also indicated some differences in viewpoints. The students' lived experience in understanding academic achievement oversaw more diverse and multiplied achievements, while they were limited to more centralized successes such as the proudness of the family in parents’perspective. From the teachers’ viewpoints, the academic achievement was reduced to the precise result of the competitive examination of the Experimental Science Discipline. According to the findings, one can say that the reductionism view rate of academic success was the highest in teachers’ view and the lowest in students’ perspective. Moreover, the narratives of the teachers group showed more eccentricity with the prevailing trend of competitive examination system.
Mohammad Motaghed Larijani
Volume 10, Issue 31 , April 2014, , Pages 211-222
Abstract
This study is aimed at investigating the role of family in academic achievement of the junior high school student in Tehran city. The analysis is of post-event nature. To this end, from among all junior high school students studying in Tehran in the academic year 2007-2008, 740 boys and girls were selected ...
Read More
This study is aimed at investigating the role of family in academic achievement of the junior high school student in Tehran city. The analysis is of post-event nature. To this end, from among all junior high school students studying in Tehran in the academic year 2007-2008, 740 boys and girls were selected using the multistage cluster sampling method. Then, the demographic information questionnaire and family assessment device (FAD) were administered for the purpose of examining performance of the sample group families, and the indices provided through administration of the questionnaires were analyzed and compared in terms of the students’ academic achievement considered based on their averages by means of a t-test and one-way ANOVA and SPSS application. The findings of data analysis suggest that the academic status of the students experiencing inefficient family atmosphere was significantly worsened. Furthermore, the students from the families experiencing weak economic conditions had more academic achievement vis-à-vis those coming from the families with high economic status. There was no significant relation between the students’ academic achievement and mothers’ educational background, and female students’ academic conditions were better than the male students’. The research results generally indicate that there is a significant relation between weak family performance and reduced academic achievement of the junior high school students.
