Abolghasem Yaghoobi; Tayebeh Bayat
Abstract
The aim of this research is toinvestigate the influence of mental states instruction on the moral judgment in the 5th grade female primary students of Hamedan. This research is a semi-experimental one with pre-test and post-test control group. The research population is all of the 5th grade female primary ...
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The aim of this research is toinvestigate the influence of mental states instruction on the moral judgment in the 5th grade female primary students of Hamedan. This research is a semi-experimental one with pre-test and post-test control group. The research population is all of the 5th grade female primary students in the academic year 1393-94 from which 75 students were chosen, by random cluster sampling, from Education Organization of Hamedan, Region 2, then were randomly replaced in one control group and several 15-peson groups. Learning of mental states for each tentative group was considered in 3 sessions. In this ground, control group received no training. The tool of research was moral judgment questionnaire of Sinha and Verma (1998). Data were analyzed by covariance analysis. With regard to value of chi- , the effect size is 66% which represents a strong impact of mental states learning on moral judgment increase.
Tayebeh Javadi Momtaz; Rasool Kord Noghabi; Yahya Maroofi
Abstract
The main aim of this research was to compare the questioning instructional technique and method effectiveness on critical thinking and its skills in social science course in first grade high school girl students in Hamadan. The research method was semi-experimental with a pretest- posttest with control ...
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The main aim of this research was to compare the questioning instructional technique and method effectiveness on critical thinking and its skills in social science course in first grade high school girl students in Hamadan. The research method was semi-experimental with a pretest- posttest with control group design. A sample selected by multistage cluster sampling form two high schools of Hamadan by considering the class as the sampling unit and replaced in 3 groups (two experimental groups and one control) randomly. California critical thinking test (from B) was used for data collection. Multivariable analysis covariance was used for analyzing the data. The results showed that students in both experimental groups had better performance in critical thinking than the control group. While the questioning method group was better in critical thinking than the questioning technique group, In addition, comparing the efficacy of these two methods on the average of scores for critical thinking skills, there was no significant difference for the effect questioning method on the scores of skills of analysis, inference, induction and deduction compared with question technique. There was only a significant difference in assessment subscale.
Koubra Emami (MA); Jamaloudin Koulaei Nejad (PhD)
Volume 5, Issue 14 , July 2009, , Pages 114-137
Abstract
The main purpose of the present research was to compare instruction by experience and act way (with emphasis in play) and their effect on math achievement of boy's pupils in Zarrinshahr town. The population included all Zarrinshar`s grade second boy pupils who among them 60 pupils were selected by using ...
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The main purpose of the present research was to compare instruction by experience and act way (with emphasis in play) and their effect on math achievement of boy's pupils in Zarrinshahr town. The population included all Zarrinshar`s grade second boy pupils who among them 60 pupils were selected by using cluster random sampling. 30 people of them assigned in experiment group and 30 people in control group. The method of this research was quasi-experimental and the used design was prediction and post diction with control group. The researchers tested both of two groups and then thought multiplication by experience and act way with emphasis in play to experiment group and by lecturing way to control group. The data were analyzed using one way ANOVA. The result showed that multiplication arithmetic achievement in the boy pupils of that were taught in experiment and act way was significantly better than the other pupils that taught in lecturing way.
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 ...
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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.
