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.
anahita faraji; saeid aryapuran; Ali Abdi
Abstract
The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived ...
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The purpose of this research was the the role of coping styles and social support in discriminating of students with high and low test anxiety. 387 of students in Azad university of Kermanshah selected by clustered sampling and filled the students coping scale and multidimensional Scale of perceived social support and test anxiety questionnaire. Results indicated that there is meaningful correlation between emotion-centered coping (r=0.514), problem-centered coping (r=-0.418) and social support(r=-0.334) with test anxiety. Results of discriminate analysis showed that emotion-centered coping, problem- centered coping and social support from family were meaningfully discriminated students with high and low test anxiety (p<0.05). But social support from friends and significant other didn’t discriminate students with high and low test anxiety.
Ali Abdi (MA); Saeed (MA) Ariapooran,
Volume 4, Issue 12 , July 2008, , Pages 144-163
Abstract
The purpose of this study was to find out the relationship between perceivedstress and coping style and the role of these variables in predicting academic performance in students of Kermanshah Azad University. For this field, 402 students of Kermanshah Azad University by multi-stage clustered sampling ...
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The purpose of this study was to find out the relationship between perceivedstress and coping style and the role of these variables in predicting academic performance in students of Kermanshah Azad University. For this field, 402 students of Kermanshah Azad University by multi-stage clustered sampling were selected and completed the received stress (Kohen et al, 1983) and coping style scales (Moss, 1993). The subjects’ academic average was also used as their academic performance index. Results of Pierson correlation indicated that in women and men students there was a negative correlation between positive perceived stress and logical analysis, seeking guidance and support, positive reappraisal, and problem-solving copings and was negative correlation between negative perceived stress and these copings. The results of multiple regressions indicated that in women and men, the most powerful variables to predict academic performance was positive received stress. Also, the powerful copings to predict academic performance in women were acceptance or resignation, seeking guidance and support, seeking alternative rewards and logical analysis copings and in men this copings were problem solving, logical analysis, positive reappraisal and emotional discharge copings.
