روانشناسی یادگیری
Parvaneh Mahmoudian; Zahra Rahimi; Mohammad Niroo
Abstract
The present study aims to identify and explain the perceptions of secondary school students in Iran regarding mathematics education. This research was conducted using a qualitative approach, specifically through semi-structured phenomenological interviews, until theoretical saturation was reached. The ...
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The present study aims to identify and explain the perceptions of secondary school students in Iran regarding mathematics education. This research was conducted using a qualitative approach, specifically through semi-structured phenomenological interviews, until theoretical saturation was reached. The study field consists of secondary school students in Iran, from whom ten participants were selected through purposive criterion-based sampling. Data analysis was performed using the Moustakas method. After analyzing the data, 331 concepts, 61 themes, and 31 descriptive codes were identified, leading to the extraction of 11 structural codes in response to the four research questions. The extracted structural codes include: perception based on the nature of mathematics, perception from the perspective of the teacher, perception concerning the textbook, perception in relation to university entrance exams, values in teacher characteristics, values in student characteristics, values in the responsibilities of the Ministry of Education, teaching methods (competency in teaching), evaluation and problem-solving (observance of students' rights and mastery over exercises), teacher behavior (professional teacher), and student behavior (students' ethical conduct).
Hossein Moradi Mokhles; Esmaeil Zaraii Zvaraki; Hassan Rashidi
Abstract
This study aimed at comparing the effectiveness of computer-based and computer-assisted instruction on the interaction of the elements of Teaching-Learning process in the second grade of the first secondary school science class in Asadabad. The study is part of the quasi-experimental projects that uses ...
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This study aimed at comparing the effectiveness of computer-based and computer-assisted instruction on the interaction of the elements of Teaching-Learning process in the second grade of the first secondary school science class in Asadabad. The study is part of the quasi-experimental projects that uses pre-test and post-test experimental groups 1 and 2. The statistical population of the study included all the male students in second grade of high school in the school year 2013-14 in Asadabad- Hamedan, with the volume of 852 students. Multi-stage cluster sampling was used to select the sample. The sample size was 100 students that were placed in pre-test and post- test groups 1 and 2. The first group studied the instructional CD with teacher guidance and the second group studied the instructional CD without teacher guidance. Both groups received their instruction in the network environment with the NSS software support. The research instrument included students’ interaction levels based on six interaction elements with 60 questions in Likert scale (very high, high, medium, low, very low). The multivariate analysis of covariance was used to test the hypotheses. The results suggest that in Teaching-Learning elements’ interaction that include six dimensions, there is no significant difference between computer-based and computer-assisted instruction in five dimensions except in content-content dimension in significance level %5. The findings show that computer-assisted instruction, the training and simulation activities with the guidance provided by the network and teacher is more effective compared to computer-based instruction.
Maryam Pourjamshidi
Abstract
The aim of this study was to investigate the interaction preferences power of the Students of web-based instruction courses learning styles. For this purpose, 120 students from Tehran Virtual University were selected by using random sampling, and then, all of them responded to Grasha and Richman learning ...
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The aim of this study was to investigate the interaction preferences power of the Students of web-based instruction courses learning styles. For this purpose, 120 students from Tehran Virtual University were selected by using random sampling, and then, all of them responded to Grasha and Richman learning styles and interaction preferences scales. The results analyzed by using Pearson correlation and stepwise regression analysis. The results of the analysis showed that the independent, collaborative and dependent styles are regularly the most anticipant of learner interaction with interface. Collaborative and independent styles are anticipant of learner interaction with content. The collaborative style is anticipant of learner interaction with the instructor and learner with learner. Based on the findings, it can be concluded that there is a positive and meaningful relationship between some learning styles and dimensions of interactions and the power of anticipant of learning styles for interaction dimensions are different. These findings help the designers of web-based training courses to provide suitable opportunities for making interactions between learners with different styles of learning for achieving the learning and success.
