Hamid Reza Da'emi
Volume 8, Issue 24 , July 2012, Pages 2-28
Abstract
This study is an attempt to evaluate the effectiveness of metacognitive skills training (reciprocal teaching) in improving the reading, comprehension and reading speed of primary school students with reading learning disorder. The statistical population comprised all primary school male students from ...
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This study is an attempt to evaluate the effectiveness of metacognitive skills training (reciprocal teaching) in improving the reading, comprehension and reading speed of primary school students with reading learning disorder. The statistical population comprised all primary school male students from all districts of Tehran city in the school year 2009-2010. In order to choose the sample group, in the first round, one district out of 22 was randomly selected. Then, two primary schools in that district were selected. Finally, ten classrooms of 30 classes in those schools were randomly selected. After taking the Reading & Dyslexia Test (Kormi-Nouri & Moradi, 2008), 68 of students who scored lower than average were selected. In line with the quasi-experimental nature of the research, 34 of them were randomly placed in control group and 34 in experimental group. Then, the experimental group received reciprocal teaching for 36 sessions. Data were analyzed using multivariate analysis of variance method. The results of multiple variance analysis showed that reciprocal teaching significantly increased the reading and comprehension and decreased the number of error in reading (p<0.01). Also, compared with the control group, the experimental group showed significantly higher scores on the speed of reading (p<0.05). The results showed that the metacognitive skills training was effective in improving the reading and comprehension, decreasing the errors in reading and increasing the speed of reading. It is suggested that metacognitive training be put to test for different textbooks and academic levels
Esma'il Zare'i Zuvaraki
Volume 8, Issue 24 , July 2012, Pages 29-50
Abstract
The purpose of this study is to analyze and criticize previous models of learning environments and instructional design and present a new model in this context. The main questions of the study were: (1) what are the points of strength and weakness of the global popular models of learning environments ...
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The purpose of this study is to analyze and criticize previous models of learning environments and instructional design and present a new model in this context. The main questions of the study were: (1) what are the points of strength and weakness of the global popular models of learning environments and instructional design? (2) What is the appropriate model according to the blended approach in learning environments and instructional design? The research method was analytical-descriptive based on George Bereday method. First, the author of the paper collected the needed information from various sources; compared, analyzed and criticized the selected models and finally presented a new model based on blended approach. The statistical population was all learning environment and instructional design models, and the sample included eight of these models that were selected by purposive sampling method. The findings showed that the majority of learning environment and instructional design models were designed according to independent approach, and all key elements of the complete instructional design plan were not included in the models. Finally, an appropriate model based on blended approach and covering all key elements of the complete instructional design plan was presented.
Houra Moti'i; Mahmoud Heidari; Mansoureh Sadat Sadeqi
Volume 8, Issue 24 , July 2012, Pages 50-72
Abstract
Procrastination is a common phenomenon mainly observed in school settings. Recognized as a self-regulatory failure, it is believed to adversely affect students’ academic achievements. Research exploring the relationship between self-regulated learning and procrastination is unfortunately lacking. ...
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Procrastination is a common phenomenon mainly observed in school settings. Recognized as a self-regulatory failure, it is believed to adversely affect students’ academic achievements. Research exploring the relationship between self-regulated learning and procrastination is unfortunately lacking. In the current study, the role of self-regulated learning strategies as predictors of academic procrastination was assessed. Furthermore, the relationship between gender differences in academic procrastination and self-regulated learning was examined. 250 (121 female and 129 male) Iranian first-grade high-school students completed the Motivated Strategies for Learning questionnaire and Procrastination Assessment Scale-Student. The multiple regression results indicated that academic procrastination was negatively correlated with intrinsic goal orientation, extrinsic goal orientation, metacognitive self-regulation, time/study environmental management and effort regulation. Furthermore, the organization was a positive predictor of academic procrastination. Finally, the independent t-test revealed no significant differences across genders in academic procrastination. MANOVA test showed that female students used rehearsal, effort regulation and peer learning strategies significantly more than male students. The findings were discussed with regard to prior research on self-regulated learning and procrastination. Finally, some strategies to overcome procrastination through self-regulated learning are suggested.
Amir Naderi; Gholam Hussein Haji Husseinnezhad; Azizollah Tajik Esma'ili; Hassan Reza Zeinabadi
Volume 8, Issue 24 , July 2012, Pages 72-101
Abstract
Safeguarding the teenagers is one of the main concerns of every society due to their vulnerability to different threats and role in determining the future of their country. Despite the measures taken by societies, families, schools and police officers, juvenile delinquency and crime against them are ...
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Safeguarding the teenagers is one of the main concerns of every society due to their vulnerability to different threats and role in determining the future of their country. Despite the measures taken by societies, families, schools and police officers, juvenile delinquency and crime against them are serious. This is indicative of a gap in educational systems. To solve this problem, the authors of this paper designed and validated an extracurricular program for high-school students by emphasizing the police public education as the main core of their research. The method of this study was mixed exploratory research. In the qualitative part, a semi-directed interview and, in the quantitative part, a questionnaire was conducted, and the obtained model was validated. In the qualitative part, the population covered the principals of girls' and boys' high schools of the city of Tehran as well as the officials of the ministry of education and, in the quantitative part, planners of curriculum and public education of police departments. Sampling method in qualitative part was purposive and snowball sampling and, in the quantitative part, purposive and overall sampling. Base on the results of the study, a model for extracurricular planning for high-school students was designed by emphasizing on the public education of the police. The characteristics of the nine elements of the model were recognized and prioritized according to the circumstance of high-school students, social threats and the attitude of experts in the field.
Manizheh Geravand; Abbas Abbaspour
Volume 8, Issue 24 , July 2012, Pages 100-120
Abstract
This study aims to compare the competence of teacher-training graduates and contractual teachers from the perspective of guidance-school principals of Tehran city. The research method was a descriptive survey, and its tool was a questionnaire designed on the basis of Likert scales. The sample selected ...
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This study aims to compare the competence of teacher-training graduates and contractual teachers from the perspective of guidance-school principals of Tehran city. The research method was a descriptive survey, and its tool was a questionnaire designed on the basis of Likert scales. The sample selected through random sampling method was all guidance-school principals of districts 4, 8 and 13 of Tehran city. According to Morgan table, 92 out of 120 principals were finally selected to represent the main sample. The data were analyzed using the descriptive statistics (mean, standard deviation and so on) and inferential statistics (independent t-test). The reliability was calculated by Cronbach's alpha coefficient as 0.80. The results suggested that there was a significant difference between the teacher-training graduates and contractual teachers. Regarding the five indicators of competence, there was also a significant difference in scientific knowledge, experience, interaction and collaboration and satisfying teaching and no significant difference in accountability between the teacher-training graduates and contractual teachers.
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.
Muhammad Khayyer; Mas'oud Husseinchari; Mahmoud Bahrani
Volume 8, Issue 24 , July 2012, Pages 144-169
Abstract
The aim of the present study is to investigate the biases of students' self-efficacy with regard to some external criteria and its impact on educational motivation, affects and performance outcomes. Participants were 273 second-grade guidance-school students (150 female, 123 male) who were selected by ...
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The aim of the present study is to investigate the biases of students' self-efficacy with regard to some external criteria and its impact on educational motivation, affects and performance outcomes. Participants were 273 second-grade guidance-school students (150 female, 123 male) who were selected by cluster random sampling. The instruments were scales about self-efficacy, motivation, affects and sense to school .On the basis of subtraction of a criterion score (yielded by the average value of teacher evaluation, peers evaluation and the students' math performance), students were divided into three self-efficacy judgmental groups, i.e. pessimists, optimists and realists. The resultsshowed that most of the students overestimated their math self-efficacy. Analysis of variance for motivation and affects outcomes showed significant differences between the means of pessimists and realists groups in benefit of the optimists group. Also, all groups were significantly different in math performance. Pessimists group had the highest and the optimists group the lowest scores. The results indicated a relationship between the kind of self-efficacy judgments and educational motivation, affects, and math performance. Due to unrealistic estimates of students' academic efficacy, it is recommended to find a solution for this problem.
