Maryam Rahimimand; Abbas Abbaspour
Abstract
The main aim of the present research was to investigate the effects of instructional methods (group discussion, question-answer, scientific display, and lecturing) on students' achievement motive. The research statistical population included all students of Teacher Training Centers (Farhanguian University) ...
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The main aim of the present research was to investigate the effects of instructional methods (group discussion, question-answer, scientific display, and lecturing) on students' achievement motive. The research statistical population included all students of Teacher Training Centers (Farhanguian University) in Alborz province. In a semi-experimental design, 270 students were selected using proportional stratified random sampling method and then assigned into four groups. Afterwards, each group was taught a common course (educational psychology) with a specified teaching method for one semester. The subjects' achievement motive was measured by Hermance' achievement motive questionnaire. The collected data were analyzed using One-way Analysis of Variance (ANOVA), Multivariate Analysis of Variance (MANOVA) and Tukey's test. The results revealed that students' achievement motive was significantly different in terms of different teaching methods taught to them. That is, students who were taught by group discussion method, showed a high level of achievement motive. In this manner, scientific display, and question-answer affected students' achievement motive. It can be concluded that instruction with modern teaching methods help enhance students' achievement motive.
Iraj E'temadfar; Esma'il Zare'i Zavaraki; Abbas Abbaspour
Volume 10, Issue 31 , April 2014, , Pages 1-24
Abstract
The present research aims to study the effect of blended mentoring, as a learning and development strategy, on learning and retention of middle managers of Iran Khodro Diesel Company. This was an experimental research with pretest-posttest control groups. 40 subjects were selected from among all middle ...
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The present research aims to study the effect of blended mentoring, as a learning and development strategy, on learning and retention of middle managers of Iran Khodro Diesel Company. This was an experimental research with pretest-posttest control groups. 40 subjects were selected from among all middle managers of the company, and randomly divided into experimental and control groups each comprising of 20 people. Before the intervention, the experimental and control groups were evaluated by the pretest that was a localized version of the Mackenzie Institute Problem Solving Test. The experimental group participated in the blended mentoring program for 5 months; whereas, the control group was engaged with a conventional face-to-face course, the content of which was similar to that of the mentoring program. At the end, both groups participated in post-test, and after 2 months, the same test was applied to them to measure the extent of retention. The data was analyzed using multivariate covariance (ANCOVA). The results showed that blended mentoring had significant effect on learning and retention rate (p<0.05). The results also indicated that blended mentoring led to a better learning and retention compared to the conventional in-service training with the aim of developing the managers’ competencies which requires learning at high levels,
