Esmaeil Zaree Zavareki (PhD); Daryoush Noroozi (PhD); Ayam Ghavidel (MA)
Volume 6, Issue 18 , October 2010, , Pages 30-39
Abstract
Abstract
his study was done with the aim of investigating the effect of instructional cognitive and metacognitive skills on rate of using ICT by Iran ̓s central insurance staff. The research population included all male and female staff. The sample consisted of 60 colleagues who were randomly ...
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Abstract
his study was done with the aim of investigating the effect of instructional cognitive and metacognitive skills on rate of using ICT by Iran ̓s central insurance staff. The research population included all male and female staff. The sample consisted of 60 colleagues who were randomly selected in three categories (cognitive, metacognitive, control group). The method was quasi experimental, with pre and post-test. The instrument used in the study was a researcher made test to evaluate the seven skills of using ICDL standards. The collected data were analyzed using covariance and one way covariance, and the result showed that there are positive relationship between instruction through cognitive skills and rate of using ICT. There was a negative relationship between rate of using ICT and metacognitive skills.
Hossain Eskandari (PhD); Daryoush Noroozi (PhD)
Volume 6, Issue 16 , April 2010, , Pages 79-104
Abstract
owadays almost one seventh of people all over the world speak in “English” and numerous of the rest, learn it as a second or foreign language. Teaching and learning of this language is very important from political, social, cultural, scientific and international point of view. So, English ...
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owadays almost one seventh of people all over the world speak in “English” and numerous of the rest, learn it as a second or foreign language. Teaching and learning of this language is very important from political, social, cultural, scientific and international point of view. So, English as a subject has been embedded in curriculum of many formal educational systems. Teaching English in the formal educational system of Iran is started from guidance school and continued until pre-university. Word learning has an important role in foreign language learning process, because most of differences among languages refer to their word domain and many of them as Persian and English have very similarities in grammar domain. Learners to learn words for a long time may use many strategies that rehearsal (or rote memorization) seems to be the most prevalent of them. But, research has shown that this strategy is not so effective. Hence, researchers have examined more effective strategies such as mnemonic devices, for example keyword and mental imagery that effectiveness of them has been proved many times in different countries. The aim of this research is to examine the effectiveness of these two strategies in learning and retention of meaning of the English words in comparison to rote memorization among Guidance school pupils.
Afsaneh Towhidi; Dariush Noroozi (Ph.D)
Volume 3, Issue 9 , October 2007, , Pages 102-140
Abstract
This research has studied the effectiveness of different instructional media in concept formation of the physics concepts, the subject of Force in the first grade of junior high school.The goal was the comparison of three kinds of media with one another:1- The Integrative instructional medium (a combination ...
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This research has studied the effectiveness of different instructional media in concept formation of the physics concepts, the subject of Force in the first grade of junior high school.The goal was the comparison of three kinds of media with one another:1- The Integrative instructional medium (a combination of Skinner’s programmed instruction, Gagne’s phases of learning, and a daily lesson plan), 2- The Danesh yar instructional medium (available on the market), and the human instructional medium(teacher). The research design was multiple-group pretest-posttest and the population was all boy and girl learners of the junior high schools of Kerman city in the year of 1386-87. The cluster sampling was six classes in six junior high schools at random and the gathering instrument was a physics achievement test which was prepared by the researcher. The test was conducted as a pretest and a posttest with the experimental groups (Danesh yar and Integrative) and the control groups (human). To determine the effectiveness of each medium in concept formation, these steps were taken: giving the pretest, implementing the independent variable (conducting the instruction), and giving the posttest. To analyze the given data, the descriptive and inferential statistics were used. The results of the descriptive data showed that all the boy and the girl learners are weak in physics and the Integrative medium was effective in physics concept formation. The overall of the inferential data results showed that all groups that were instructed by the Integrative medium were have achieved the “concept formation” better than the groups who were instructed by the human and Danesh yar media. And the groups that were instructed by human medium were the better achieved group than the groups who were instructed by Danesh yar medium.
