farhad saeidi; javad poorkarimi
Abstract
The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental ...
Read More
The purpose of this study was to compare the effect of layer-by-layer, exploratory and online teaching methods in online virtual classes on mathematical academic achievement of elementary students. The research method was applied based on purpose and based on the method of data collection, quasi-experimental as pre-test-post-test. The statistical population included sixth grade male students in the primary school of Sanandaj who were studying in the academic year 2020-2021. The present study was conducted in coordination with three experienced teachers in three classes of 15 people, each of whom was in charge of a different teaching method. The number of teaching sessions was 8 sessions. SPSS software and analysis of covariance were used to analyze the data. The results show that the layer-by-layer teaching method has a higher average score (9.73, p<0.05) compared to the online and exploratory teaching methods. Accordingly, attention to new teaching methods, including the layer-by-layer teaching method, should be further studied and used.
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) ...
Read More
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.
azadollah karami; hasan maleki
Abstract
The present study aims to compare the effectiveness of the collaborative teaching methods and brainstorming method on social competence of the male students in the second grade of secondary school in Qods town. This research is applied and uses the quasi-experimental method. The research plan included ...
Read More
The present study aims to compare the effectiveness of the collaborative teaching methods and brainstorming method on social competence of the male students in the second grade of secondary school in Qods town. This research is applied and uses the quasi-experimental method. The research plan included pretest and posttest with both number 1 and number 2 experiment groups. The research population consisted of all the male students in the second grade of secondary school of Qods town in the school year 2011-2012. Using Two-stage cluster sampling method, 2/1 and 2/3 classes of Shahid Mortazavi secondary school were randomly selected as the sample population.Theclass2/3 was randomly assigned to be exposed to the independent variable of collaborative method, and the class 2/1 was assigned to be exposed to the independent variable of brainstorming. First, the social competence pretest was administrated to both groups, and both groups were post-tested after passing the course in the second semester. By using the multivariate analysis of variance test (MANOVA), the data resulted from pretest and posttest was analyzed for difference scores. The results of this research showed that the collaborative teaching method was more effective on social competence compared to brainstorming method. In order to improve the mental-social state of the students, teachers are recommended to get familiar with the usage of active methods of teaching.
Hassan Asadzadeh (PhD); Sara Mamoodi Rad (MA); Noorali Faroukhi (PhD
Volume 4, Issue 12 , July 2008, , Pages 22-39
Abstract
The purpose of this research was to compare the effectiveness of schema theory-based teaching and traditional teaching of English language in high school students. Statistical society comprised all the girls’ students in first grade of district 5 Education, in Tehran city. In order to choose the ...
Read More
The purpose of this research was to compare the effectiveness of schema theory-based teaching and traditional teaching of English language in high school students. Statistical society comprised all the girls’ students in first grade of district 5 Education, in Tehran city. In order to choose the statistical sample, one high school was randomly selected from nineteen schools in that district which contained two classes whit 76 students. Considering that this was an experimental research, asked the students to take a pretest from second lesson of the English book at the beginning. Statistical analyses do not show a significant difference between the results of two classes. Therefore, one class was randomly selected as experimental group and the other one as control group. Then, a lesson was taught to the experimental group based on the schema theory and to the control group in traditional method. An equivalent test was held from both groups and results were analyzed using t test. Results revealed that there is a significant difference between the mean of the posttests in experimental and control groups (a=0.05). Students who were taught based on schema theory in comparison whit that taught based on traditional method, gained higher scores in the posttest. These results could have some implications in effective teaching and learning which will be discussed in this article.
Hamzeh Aghamolai (M.A); Mehran Farajollahi (Ph.D)
Volume 3, Issue 9 , October 2007, , Pages 131-167
Abstract
With the rapid enhancement of science, education has a different meaning in the world today. Here one of the most critical issues in education especially at elementary grade, is paying attention to teaching methods .Teachers, as the focal issues of teaching-learning process, ...
Read More
With the rapid enhancement of science, education has a different meaning in the world today. Here one of the most critical issues in education especially at elementary grade, is paying attention to teaching methods .Teachers, as the focal issues of teaching-learning process, shall not merely give lecture and transfer information in teaching process.They should try to reinforce thinking and argumentation skills in their students and direct them toward thinking stage not just memorization. They should lead students toward the base of learning which is thinking. Of course in the teaching process of teachers there are always some factors prevent the teacher in reach to favorable aims in teaching process. The main aim of the research is introduction to effective factors on applying teaching methods by elementary grade teachers of Gorgan township The statistical society of the research includes all permanently employed teachers, teachers employed on teaching fee basis and contractual teachers of elementary grade in Gorgan township mounting to 1300 persons. The sample volume has been considered based on the Morgan Formula through sampling random for 297 subjects(155 men and 142 women). Research plan was performed by description and measurement tool was chosen as researcher made questionnaire. By using SPSS software package, correlation coefficient for the marks of two exams was obtained as 0.613.
Frequency Distribution Tables, Percentage, Diagram and Spearman rank order Correlation were used for data analysis. The results of theories Exam showed that:
1- There is a meaningful correlation between personal particulars of the teachers and applying active teaching methods
2-There is a meaningful correlation between structural and administrative factors and applying active teaching methods.
3- there is a meaningful correlation between the economic, social and cultural factors of the teachers and applying active teaching methods.
4-There is a meaningful correlation between factors and evaluation methods and applying active teaching methods
