Haniyeh Khademiyan vamerzani; yusef mahdavi nasab; Nasrin Mohamadhasani; seyed saeed torabi
Abstract
The current researchwas conducted with the aim of the effect of story animation method on the academic motivation and learning of Persian lessons of primary school students.The present research method It was a quasi-experiment with a pre-test,post-test design with a control group.The statistical population ...
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The current researchwas conducted with the aim of the effect of story animation method on the academic motivation and learning of Persian lessons of primary school students.The present research method It was a quasi-experiment with a pre-test,post-test design with a control group.The statistical population of the present study included all first grade female students of Damghan city, of which 30 were included in the study according to the entry and exit criteria through available sampling.To the face by accident At two groups the experiment And Witnesses (15 people in each group) were included.The participants in the pre- test and post- test phases of the Science of Power learning motivation scale, china And object (2005)and completed the questionnaire made by the researcher to learn Persian lesson and during the intervention process, the experimental group received the story animation method during two months in 18 30- minute sessions and the control group received regular daily training.To analyze the data from the software spss.24 And Univariate analysis of covariance test used.The results showed that the group receiving the story animation method had a significant increase in the post-test compared to the control group Motivation and learning Persian lesson They showed it It means that the use of story animation has been effective in improving academic motivation and learning (p<0.05).Based on the findings of the present research, it can be said that the story animation method leads to improving the motivation and learning of the Persian lesson of the first grade elementary school students.
Akbar Momeni rad; Maryam Pourjamshidi; Javad Afshar
Abstract
The purpose of this research was to perform a meta-analysis on the studies conducted in the field of the effect of reverse learning on the engagement and academic motivation of learners. Among the conducted researches, 16 studies were included in the analysis. The studies that were used in this research ...
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The purpose of this research was to perform a meta-analysis on the studies conducted in the field of the effect of reverse learning on the engagement and academic motivation of learners. Among the conducted researches, 16 studies were included in the analysis. The studies that were used in this research were obtained through the website of the Iran Scientific Documentation Center (Thesis Center of Iran), as well as through the websites of Academic Jihad, Mag Iran, Absco, Science Direct, and Sage. , G-Stor, Emerald, Springer and Wiley-Blackwell were collected. After checking the inclusion and exclusion criteria of the studies, the data were analyzed using Meta-analysis software. The findings showed that reverse learning has a significant effect on students' academic motivation (effect size 0.157). Also, reverse learning has a significant effect on the engagement of learners (effect size 0.123). In general, it can be said that reverse learning leads to an increase in students' academic engagement and motivation.
Abstract
This study aims to investigate the impact of cooperative learning and individual conceptual map on the students’ motivation and academic achievement. The research method is quasi-experimental with pretest and posttest design and a control group. The statistical population comprises all high school ...
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This study aims to investigate the impact of cooperative learning and individual conceptual map on the students’ motivation and academic achievement. The research method is quasi-experimental with pretest and posttest design and a control group. The statistical population comprises all high school 1st grade girls in Hamedan. The statistical sample consists of 60 individuals who were selected using the cluster random sampling method. In this study, 20 participants were taught with cooperative learning method, 20 were taught by means of individual conceptual map methods, and 20 individuals formed the control group. The data were collected using academic motivation questionnaire and academic achievement test. In order to analyze the data, the researcher adopted covariance analysis test. The findings suggest that teaching with cooperative learning method and individual conceptual map leads to an improvement in the students’ academic motivation and academic achievement (P<0.001). The research results suggest that for the teachers to raise the level of students’ academic achievement and motivation, they should pay attention to the role of motivational factors in teaching with cooperative learning method and individual conceptual map.
