saeid mazbouhi; fateme talafi dariani
Abstract
The purpose of this study was to investigate The Effect of Using MOOC on Learning and Retraining in the Quran Learning Kareem Basic 9th Secondary School in the Virtue of Virtue Zone 2. The purpose of the research, applied and its method was experimental. The statistical population consisted of 9th grade ...
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The purpose of this study was to investigate The Effect of Using MOOC on Learning and Retraining in the Quran Learning Kareem Basic 9th Secondary School in the Virtue of Virtue Zone 2. The purpose of the research, applied and its method was experimental. The statistical population consisted of 9th grade high school student of high school in Tehran 2nd district in the academic year of the academic year 2017-2018. The sample size included 50 students (25 people who received the mook training approach and 25 people who had received the traditional training approach). A simple random sampling method was used to select the sample. The data gathering tool was a researcher-made learning and researcher-made questionnaire with 10 expressions in 5 Likert coefficients with alpha coefficient of 0.79 and 0.77, as well as 10 Quran training courses in mook way. For data analysis, Kolmogrofasirinf and independent tests were used. The results showed The teaching of the Qur'an, based on the MOOC, affects the learning and retention of high school students.
Javad Mesrabadi; Akbar Alilou
Abstract
One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency ...
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One of the teaching - learning strategies that facilitates meaningful learning among students and represents the hierarchically relationships among students matters is the conceptual map. The present research is prepared on studious findings, and in this research investigated the degree of proficiency of using the conceptual map in remembrance, comprehension and application of the concepts of the experimental sciences. For this, a Semi-empirical plan with a pretest and posttest was used. The population is the sixth grade Khoy male students in the academic year 2013-2014. Four classes selected in purposeful sample way (2 classes for experiment, 2 classes for control group), the material which presented for control group was presented with common ways and for experiment group the material was presented with the conceptual map. For measuring the effect of the use of the conceptual map on achievement tests with the accepted validity and reliability criteria were used. For data analysis, multivariate analysis of variance (MANOVA) and univariate analysis of variance (ANOVA) were used. The findings of this research in comparison to the common ways represents that the education which consists of the conceptual map had a positive effect on the students grades in comprehension and application, but it was not effective in remembrance. In sum, the use of the conceptual map had a positive result on student’s achievement in the experimental sciences.
kiomars Taghipor; Daryoosh Noroozi; Mohammad hasan Amirteimori
Volume 10, Issue 33 , October 2014, , Pages 169-189
Abstract
پژوهش حاضر به بررسی تأثیر مدل طراحی آموزشی رایگلوث بر میزان یادگیری و یادداری درس علوم تجربی سال دوم راهنمایی پرداخته است. در این پژوهش از روش تحقیق شبه آزمایشی از ...
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پژوهش حاضر به بررسی تأثیر مدل طراحی آموزشی رایگلوث بر میزان یادگیری و یادداری درس علوم تجربی سال دوم راهنمایی پرداخته است. در این پژوهش از روش تحقیق شبه آزمایشی از نوع طرح دوگروهی با پیش‌آزمون و پس‌آزمون استفاده گردید. جامعه این پژوهش تمامی دانش‌آموزان سال دوم راهنمایی پسر شهرستان کلیبر در سال تحصیلی 90-89 و نمونه آن 40 نفر از این جامعه بود که از طریق نمونه‌گیری خوشه‌ای چندمرحله‌ای انتخاب شدند و در دوگروهی کنترل و آزمایشی قرار گرفتند. برای هر دو گروه، پیش‌آزمون و پس‌آزمون یادگیری، و آزمون یادداری اجرا شد. روش اجرای پژوهش بدین ترتیب بود که گروه آزمایش، فصل 13 کتاب علوم تجربی دوم راهنمایی را به روش مدل طراحی آموزشی رایگلوث آموزش دیدند و گروه کنترل همان فصل را به روش آموزش متداول و سنتی دریافت نمودند. برای تحلیل داده‌ها در بخش آمار توصیفی، شاخص‌هایی نظیر میانگین و انحراف استاندارد نمرات مورداستفاده قرار گرفت. و در بخش آمار استنباطی و برای بررسی فرضیه‌های پژوهش از آزمون تحلیل کوواریانس بهره گرفته شد. یافته‌ها نشان داد که بین میزان یادگیری و یاد داری گروه آزمایش و کنترل در درس علوم تجربی تفاوت معناداری وجود دارد و گروه آزمایش از یادگیری و یادداری بهتری بهره مند است. بنابراین، با استفاده از مدل طراحی آموزشی رایگلوث می‌توان میزان یادگیری و یادداری دانش‌آموزان را بهبود بخشید.
Hanieh Mastour; Khadijeh Aliabadi; Maryam Moqaddasin
Volume 8, Issue 25 , October 2012, , Pages 90-112
Abstract
The purpose of this study is to investigate the impact of virtual as well as real laboratory on third-grade high-school female students' learning and retention of physics and laboratory course. The design of the study was a pre-experimental study with pre–test, post–test and follow-up. 30 ...
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The purpose of this study is to investigate the impact of virtual as well as real laboratory on third-grade high-school female students' learning and retention of physics and laboratory course. The design of the study was a pre-experimental study with pre–test, post–test and follow-up. 30 third-grade high-school female students studying at the schools of Mashhad in the school year 2010-2011 were selected through convenient sampling and divided into two groups. The content validity coefficient was 0.68 while the reliability coefficient was calculated as 0.79 and 0.73 using the Cronbach's alpha and split-half, respectively. The analysis of covariance results showed that there existed no significant difference between the impact of virtual and real laboratories on the learning and retention of students. Also, the results of the analysis of variance with repeated measures showed that only significant factor was repetition.
Khojasteh Ghamin; Darioush Norouzi
Volume 8, Issue 24 , July 2012, , Pages 120-145
Abstract
The present research seeks to assess the impact of a researcher-made multimedia on the learning and retention of the Persian pre-printing skills. The participants were all the first graders of elementary schools in Teheran in the school year 2010-2011. 40 students were selected through multilevel random ...
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The present research seeks to assess the impact of a researcher-made multimedia on the learning and retention of the Persian pre-printing skills. The participants were all the first graders of elementary schools in Teheran in the school year 2010-2011. 40 students were selected through multilevel random sampling to represent the experimental group (20 subjects) and control group (20 subjects). The method of the research was semi-experimental, and the used research plan was pretest-posttest with control group. Firstly, the researcher took a pre-test from both groups using a research-made exam, and then taught pre-printing skills to the experimental group using a research-made multimedia built on multimedia designing principles. Separately, the teacher taught the same pre-printing lesson using the traditional method. Finally, both groups were taken an exam. The results indicated an increase in alphabet-tracing learning, alphabet-tracing retention, eye/hand coordination skill learning and letter-shape recognition learning in comparison with the control group. The impact of the multimedia on the learning was confirmed while the increase of eye/hand coordination retention and letter-shape recognition retention were not confirmed. This shows that the multimedia can be effective in the learning of Persian pre-printing skills course but not necessarily in its retention in the long run.
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.
Maedeh Malek(MA); Khadije Aliabadi(PhD)
Volume 5, Issue 15 , January 2010, , Pages 66-89
Abstract
The purpose of this research was to examine the influence of Gagne's and five leveled Bybee'sinstructional design models on the learning and retention of students in web-based instruction. The research population was all BCS students of Instructional Technology from AllamehTabataba'iUniversity inthe ...
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The purpose of this research was to examine the influence of Gagne's and five leveled Bybee'sinstructional design models on the learning and retention of students in web-based instruction. The research population was all BCS students of Instructional Technology from AllamehTabataba'iUniversity inthe academic year of 1388-89 and 32 students were chosen by available sampling. After pretest, these 32 students were randomly divided into two groups. Gagne'sinstructional design model on one group and Bybeeinstructional design model on another group was performed; and then post-test was given to both groups.After three weeks learning post-test as a retention test was exactly repeated for two groups. According to the research questions, the results showed that (a) there was a significant difference between the learning of students that were instructed by Bybee'sinstructional design model and those of Gagne'sinstructional design model and the learning of students taught by Bybee'sinstructional design model was more than students trained by Gagne'sinstructional design model;(b) there was a significant difference between retention of students that were taught by Bybee'sinstructional design model and those that were instructed by Gagne'sinstructional design model and the retention of students taught by Bybee'sinstructional design modelwas more than students trained by Gagne'sinstructional design model.
