Ezatollah Qadrpour; Davood Mrzaeefar; Saideh Sabzian
Volume 10, Issue 34 , January 2015, , Pages 233-247
Abstract
The purpose of this essay was to study The examination relationship between Student academic engagement (cognitive, affective and behavioral) with dropout among high school students, male and female first year of isfahan province. the Statistical population included male and female ...
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The purpose of this essay was to study The examination relationship between Student academic engagement (cognitive, affective and behavioral) with dropout among high school students, male and female first year of isfahan province. the Statistical population included male and female students in the 1390-91 academic year. Statistical sample was 360 persons, selected by Random sampling. Descriptive research method - and correlational data collected through the questionnaire with a Likert’s scale. analyzing data, Appropriate statistical tests to using descriptive and inferential levels. The results showed the dimensions of the academic engagement (cognitive, affective and behavioral) negatively related to academic failure, there was a negative correlation between them.
mohammad ali rostami nejhad
Abstract
much more salient than pre university level. Nevertheless high dropout rate is common concern among Iranian e-learning systems and others. Because of complexity of the dropout phenomena, this study is trying, to identify predictors of student success in e-learning. The data from 1011 e- learner at the ...
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much more salient than pre university level. Nevertheless high dropout rate is common concern among Iranian e-learning systems and others. Because of complexity of the dropout phenomena, this study is trying, to identify predictors of student success in e-learning. The data from 1011 e- learner at the IUST e-learning center were analyzed quantitatively. Demographics, Academic background, selection type and student location as predictor variables were entered in Linear Regression. Finding revealed that demographic variable (gender, Age, marital status) can predict %17.5 variance of student GPA in e-learning, further more Academic background can predict %14 variance. In contrast two variables include selection type and student location can predict 24% variance of student GPA, respectively. The result of independent T test revealed the GPA of student who are selected through centralized entrance exam were significantly less than students who are selected through university entrance exam(p=./…, t=5.597, df=970). At the end, to improve the success rate of e-learner in Iranian higher education some Conclusions and recommendations are presented.
