Esmaeil Zaraii Zavaraki; Zeinab Gorzin
Abstract
This study examines the effectiveness of an educational computer game designed based on the EFM model on motivation and learning of students. The statistical population is consisted of female students of architectural design at the industrial arts schools of Ghaemshahr City in the academic year 2013-2014. ...
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This study examines the effectiveness of an educational computer game designed based on the EFM model on motivation and learning of students. The statistical population is consisted of female students of architectural design at the industrial arts schools of Ghaemshahr City in the academic year 2013-2014. 50 subjects were selected objectively from the schools offering this field of study and randomly divided in two experimental and control groups. The research method was quasi-experimental with a pretest-posttest design and control group. After producing the Architect game, first pretests of motivation and learning were administered to both experimental and control groups. Then, common lesson content was taught to both groups, and the experimental group played the educational game in two sessions and an interview was conducted on some of its members. Finally, posttests of motivation and learning were administered to the both groups. Research instruments included Keller motivation questionnaires and the researcher-developed learning test. Results of the quantitative analysis based on ANCOVA method suggest the positive impact of the game on the students' motivation, and an interpretive analysis of the qualitative data deriving from the interviews indicates that most of the students were interested in and satisfied with playing the game in their learning environments.
Abstract
This study aims to investigate the effect of teaching-learning process, research and teaching quality on efficiency of distance education. The factor of teaching-learning process is composed of four sub factors, namely feedback, academic achievement assessment, using educational supplements and resources ...
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This study aims to investigate the effect of teaching-learning process, research and teaching quality on efficiency of distance education. The factor of teaching-learning process is composed of four sub factors, namely feedback, academic achievement assessment, using educational supplements and resources and models and teaching methods. The research factor has three sub-components of research contracts, seminars and congresses and sabbatical leaves, and the factor of teaching quality has three sub-components, viz. lesson plan, teaching implementation and teaching assessment. The research questionnaire, composed of 36 items, was developed through the review of literature and the model designed. Once the questionnaire reliability was determined, its validity was confirmed by means of exploratory and confirmatory factor analyses. The research findings suggest that the factors of suitability of educational and curriculum plans, educational and research facilities and equipment, financial resources, objectives, teaching-learning process, research, teaching quality, student satisfaction, developed scientific products and alumni are among the main effective factors in efficiency of distance education. According to the analyses carried out, it can be said that the effect of teaching-learning process, research and teaching quality on efficiency of distance education is significant and positive.
zahra bigdeli; mehdi moeinikia; adel zahed babolan; ali khalegh khah
Abstract
the purpose present research, analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning is based on learners' academic performance, this research method is meta-analysis. The population scientific for this study constitue of the written works such as ...
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the purpose present research, analysis and synthesis analysis presented in the context of the application of ICT in teaching and learning is based on learners' academic performance, this research method is meta-analysis. The population scientific for this study constitue of the written works such as theses and articles in sites irandoc, magiran, sid and noormagz and some papers in indexed journals between years 87-94, that between the done works, 57 research chosed and after studies 36 research were chosen because they have necessary information to review. Data analysis was performed with the help of two soft ware CMA2 & EXCEL. In order to static study in descriptive statistics action used of frequency and percent frequency and in ferential static section, to calculate effect size used of hex and fixed effect and random effect model and in order to combination effects size were used of t vainer possible combination method. The findings of the descriptive statistics section show that most of the articles were selected from 91-92 years. In the inferential statistics section, the results also show a bias towards the initial studies. The results also show that the effect size of all studies except one is significant at the level of 0.05, so there is a significant relationship between ICT and academic achievement of learners. This confirms the effective role of ICTs in students' academic achievement if they are applied principally in schools and universities.
seyed Atieh Sajjadi; Kourosh Fathi Vajargah
Abstract
The present paper is designed to examine the impact and role of Telegram as one of the social networks as a complementary tool in the teaching process as well as to study whether or not to use it as a complementary tool in the teaching process. To achieve this goal, four main research questions regarding ...
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The present paper is designed to examine the impact and role of Telegram as one of the social networks as a complementary tool in the teaching process as well as to study whether or not to use it as a complementary tool in the teaching process. To achieve this goal, four main research questions regarding the characteristics of the Telegram, the results of its application, the barriers to its application, as well as the suggestions for making better use of this tool in the training process are discussed. This is a qualitative and interpretive phenomenological research. Research tools include Semi-structured interview, Observation and Journal Writting. In order to analyze the data of these three tools in the research, Thematic analysis method was used and Narrative analysis was used in addition to Thematic analysis. The research area is the Islamic Azad University of Tarbiat Modares University and the sample consisted of 8 postgraduate students of Tarbiat Modarres University and 11 postgraduate students of Islamic Azad University of Tehran. According to the research questions, the results of the three research tools indicate that the Telegram has the capacity and capability to be used in educational settings, but not alone, but rather in a traditional teaching method.
azad allah karami; hojat amiri; Ehsan Toofaninejad
Abstract
The purpose of this study was to determine the impact of Interactive Multimedia on Quranic Literacy and Academic motivation in Quran lessons. This research is an applicative kind of research and in order to reach the goal we have used semi-experimental method of research with two group. The population ...
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The purpose of this study was to determine the impact of Interactive Multimedia on Quranic Literacy and Academic motivation in Quran lessons. This research is an applicative kind of research and in order to reach the goal we have used semi-experimental method of research with two group. The population involved all the third grade student of Ilam town studing educational year of 1392-1393. To select sample, multistage cluster method was used, The two classes were selected, Students in one class were selected as experiment group And others were used as control group. In this study, the experimental group were trained with researcher-made interactive Multimedia and control group were trained with traditioanl method. Data collection tools were researcher-made Quran Literacy test and Harter's classroom affect and motivational scale. Data were analyzed by descriptive statistic including mean and standard deviation and also inferential statistic including MANOVA, Covariance analysis test and SPSS program. Results showed that scores in the experimental group increased in understanding of the meaning and contemplation of the Quran and the difference with contorol group is significant, But the difference in Literal reading was not significant. Also The findings showed that the Academic motivation of the experimental group compared with the control group was significantly increased.
zahra yazdani; Fatemeh jafarkhani; Razieh Mardi
Abstract
The aim of the present study was to investigate the effect of online collaborative learning on cognitive learning levels in the fifth grade students of Gorgan city. The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population includes all fifth ...
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The aim of the present study was to investigate the effect of online collaborative learning on cognitive learning levels in the fifth grade students of Gorgan city. The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population includes all fifth grade students of Gorgan in the academic year of 2019-2019, 30 people (15 people in the experimental group and 15 people in the control group) were selected as a sample using the available sampling method and were divided into two experimental and control groups. they got. The desired classes in the happy student network were held simultaneously and asynchronously in a cooperative manner, and at the beginning and end of the teaching process, the level of learning of the students in the experimental science course was measured. The research collection tool included the test of the progress of the teacher's learning levels based on the learning levels and Bloom's classification. Research findings showed that online cooperative learning has a positive effect on students' learning (p<0.05). Online collaborative learning has no significant effect on the level of knowledge, evaluation and creation (P>0.05). Collaborative learning has had a significant and positive effect on the level of understanding, application and analysis (p<0.05). Based on the result, the online collaborative learning method can be used for different subjects and levels of education.
Zahra Babaei; Sayedamin Azimi; Yasamin Abedini
Abstract
The aim of this research is to examine the relationship between knowledge of the content of technological pedagogy (TPACK) and the online assessment skills of primary school teachers.The statistical population of this research comprises teachers (male and female) of elementary schools in Shahin Shahr, ...
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The aim of this research is to examine the relationship between knowledge of the content of technological pedagogy (TPACK) and the online assessment skills of primary school teachers.The statistical population of this research comprises teachers (male and female) of elementary schools in Shahin Shahr, Isfahan province, in the academic year 2022-2023 (507 people), of whom 247 took part. A technology integration knowledge questionnaire (Schmid et al., 2020) is included in the research tools. and a researcher-made questionnaire on the online assessment skills of primary teachers. After collecting the data, we analyzed the fining at two levels of descriptive and inferential statistics. At the level of descriptive statistics of frequency and percentage, mean, and standard deviation, and at the level of inferential statistics from the Kolmogorov-Smirnov test, Pearson's correlation coefficient, independent, t-analysis Variance and minimum difference tests between the means we use.The findings showed a weak relationship between technology knowledge, content knowledge, pedagogy knowledge, pedagogy content knowledge, technology content knowledge, technology pedagogy knowledge, and technology pedagogy content knowledge with online assessment skills. More explanation in this regard is presented in detail in the section of findings and conclusions.
Ara Moradi; Sayed jamal Barkhoda; Mehdi Salehi
Abstract
the researcher in the present study has examined the competencies required of school principals in the digital era. Due to the nature of the subject and the objectives of the research, a qualitative method has been used. Due to the fact that in this study, based on the perceptions and experiences of ...
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the researcher in the present study has examined the competencies required of school principals in the digital era. Due to the nature of the subject and the objectives of the research, a qualitative method has been used. Due to the fact that in this study, based on the perceptions and experiences of principals, assistant principals, and technology experts of schools, the required competencies of school principals are analyzed, therefore, the grounded theory qualitative strategy has been used. Participants in the study were 15 members of the school community who have had experience in participating in virtual courses. The research collection tool included an 8-item protocol containing the main objectives of the research. The justifiability of this protocol was confirmed by expert professors and its reliability was confirmed by reliability method. Individuals' perspectives on the coding process were analyzed using Nvivo software. The results showed that the most important competencies required for school principals in the digital era are summarized in 5 main components including: coordination and cooperation, the need for specialized digital knowledge, the ability to manage virtual systems, changing the structure and rules of the school and changing the Managers' role and style.
samaneh Ghadiri; Mohammad ALi Rostaminezhad; Nasrin Mohammadhasani; Mohsen Ayati
Abstract
AbstractThe present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate ...
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AbstractThe present study was conducted to measure the effect of digital gamification on reducing external cognitive load and academic performance of students with context-dependent cognitive style. The quasi-experimental method was a single subject with an A-B-A design . The population of all undergraduate students of the Faculty of Educational Sciences and Psychology of Birjand University in 1400-1401 was a sample of one person and a purposeful non-probability sampling method. Tools: group latent form test (GEFT) by Oltman et al in 1971, one-question external cognitive load questionnaire by Pas et al in 1994, researcher-made test of academic performance and eye tracking device. After conducting a group test of latent forms and identifying the sample, English grammar was taught to the subject in the baseline stage with multimedia without game elements, the test stage using digital gamification and in the return to baseline stage, with multimedia without game elements. Each stage was implemented in 8 sessions and in each eye tracking data was collected, cognitive load test and pre-test and post-test were performed. In order to analyze the data, descriptive and inferential statistics methods and visual chart analysis were used. The findings showed that teaching English with digital gamification increased external cognitive load and academic performance. It was concluded that gamification has created motivation and attracted attention and comprehensive engagement with the content and increased the external cognitive load and learning has been achieved and academic performance has increased.
Tahereh Solimannejad; , Nourollah Zarrinabadi; Mohamad Solimannejad; , Zohreh Mahmoodi; , Mostafa Qorbani
Abstract
After the spread of Corona and the provision of training in virtual space, challenges were created for students, the higher education system and the health institution. The purpose of this study is to investigate the extent and factors affecting the satisfaction of student teachers of Farhangian University ...
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After the spread of Corona and the provision of training in virtual space, challenges were created for students, the higher education system and the health institution. The purpose of this study is to investigate the extent and factors affecting the satisfaction of student teachers of Farhangian University of Alborz province with virtual education in the era of Corona. The present study was collected using a quantitative and survey method from a sample of 328 student teachers using a systematic sampling method, using a researcher-made questionnaire. The validity of the questionnaire was based on Cronbach's alpha coefficient and its validity was based on the opinions of experts. Data were analyzed using spss and Smart-PLS software. The level of academic satisfaction of the students was average. Based on the results of Pearson correlation, the variables of virtual learning, quality of teaching and interaction with professors, technology-oriented education and marriage have an effect on academic satisfaction. Also, with the increase in age and academic term, the satisfaction of students has decreased. The path analysis model also indicates that; Technology-based skills, interaction with professors, learning in the context of cyberspace and finally the quality of professors' teaching have had the greatest impact on the model of students' academic satisfaction. Therefore, considering the important role of Farhangian University in training human resources, upgrading the necessary standards and increasing the satisfaction of student teachers are important in this university.
marzieh saeedpour; HOSSEIN ZANGANEH
Abstract
learner-centered learning environments are design in both learning environments (physical and online) and with a focus on the learner and the learning environment requirements. In these article, by an analytic view attempted parameters that should in designing the learning environment based on the generative ...
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learner-centered learning environments are design in both learning environments (physical and online) and with a focus on the learner and the learning environment requirements. In these article, by an analytic view attempted parameters that should in designing the learning environment based on the generative learning theory are explained. For making the modeling of this theory that's applicable in constuctive learning environments attempted from a mixed exploration method of consecutive exploration with model development plan are used. Qualitative research questions were: What is the framework Generative learning theory? What are the components of this model? Also what is the educational design process based on this model? In this study, we used a qualitative content analysis to achieve the generative learning theory and formative research to develop the theoretical and research basis of proposed model with an emphasis on iterative cycles are designed, implemented and evaluated used. We tried to create a model to design a generative learning environment which consists of 12 steps (analysis and recognition, determining learning outcomes, knowledge and past experience, learning activities, access to resources, and elaboration of learning, facilitating, meaning creation and evaluation). Results showed the instructional design model by these 12 steps relegating responsibilities and control of learning to the learner are able to encourage constructing knowledge as an important event through learning process and they foster spontaneous, self-regulate, self-control and responsible learners compatible with the contemporary lifestyle environment.
Ahmad Gohari Asl; Ali iranmanesh; Abolfazl tehranian; Ahmad shahvarani Semnani
Abstract
Objective: The purpose of this research was to investigate the effectiveness of the intervention program of using information and communication technology in mathematics teaching.Methods: This research, in terms of purpose, is applied; In terms of how to collect information and data, experimental, semi-experimental, ...
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Objective: The purpose of this research was to investigate the effectiveness of the intervention program of using information and communication technology in mathematics teaching.Methods: This research, in terms of purpose, is applied; In terms of how to collect information and data, experimental, semi-experimental, with a pre-test-post-test plan with a control group; And in terms of the nature of the data, it was quantitative. The statistical population of the research is mathematics teachers educated at Farhangian University; and there were also the principals of the schools where these teachers were present. The statistical sample was 30 mathematics teachers in the academic year 2021-2022. Using a non-random sampling method, 15 individuals were placed in the experimental group, while 15 individuals were placed in the control group in the same manner. The control group continued its traditional method; however, the experimental group received an intervention program for the use of information and communication technology in teaching mathematics for 8 sessions and 2 hours with each session. In addition to descriptive statistics, Shapiro-Wilk test, regression slope homogeneity test, Mbox test, Levon test, multivariate covariance analysis (MANCOVA) test and Bonferroni post hoc test were used for data analysis.Findings:The findings of the research showed that the intervention program for teaching the use of information and communication technology in mathematics teaching is effective.Conclusion:It is concluded, for the effectiveness of mathematics teachers' performance; the institution of education should take steps towards the implementation of the intervention program for the use of information and communication technology
Esmaeil Zaraii Zavaraki; Mahdi Vahedi; MohamadReza Heydari
Abstract
Today, blended learning has been welcomed by educational systems. An important factor in the quality of implementation and evaluation of a blended learning is the emotional presence of learners. Therefore, the aim of the present study was to investigate the effect of blended learning on the emotional ...
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Today, blended learning has been welcomed by educational systems. An important factor in the quality of implementation and evaluation of a blended learning is the emotional presence of learners. Therefore, the aim of the present study was to investigate the effect of blended learning on the emotional presence of elementary school students in Shahryar city in science course. The research method was a quasi-experimental type of pre-test-post-test with a control group. Using available sampling method, 60 students were selected and randomly assigned to experimental group and control group. The instrument of data collection was Cleveland-Innes and Campbell (2012) emotional presence questionnaire. The experimental group received 6 sessions of blended learning and the control group received 6 sessions of face-to-face learning. In order to check the changes before the intervention, a pre-test was performed on both groups, and after the intervention, a post-test was performed on both groups. To analyze the research data, statistical methods were used at two descriptive levels (mean and standard deviation) and inferential (correlated t-test and multivariate covariance analysis). The results of covariance analysis showed that the effect of blended learning on emotional presence is greater than that of face-to-face learning. Therefore, it can be said that blended learning can effectively provide the context for expressing emotions and feelings of learners.
Samira Ebrahimpour Koumleh; Zohreh Montazar; Maryam Safarnavadeh; Ehsan Ekradi
Abstract
The purpose of this study was to analyze the experience of preschool teachers about the impact of cyberspace on children's health. This study was a qualitative study based on a descriptive phenomenological approach or lived experience. The study population consisted of all preschool teachers in Tehran. ...
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The purpose of this study was to analyze the experience of preschool teachers about the impact of cyberspace on children's health. This study was a qualitative study based on a descriptive phenomenological approach or lived experience. The study population consisted of all preschool teachers in Tehran. Samples were selected using purposive sampling method and data saturation was obtained after seven in-depth semi-structured interviews. The text of the interviews was analyzed using Colaizzi's seven-step method. The findings of this study showed 60 semantic supportive units that were divided into four sub-themes (physical health, mental health, social health, and spiritual health) and two main themes (cyberspace opportunities and damages for children's health). According to the findings of this study, it is clear that cyberspace damages for children's health are more than its opportunities. Also, cyberspace has not been able to provide a good opportunity for children's spiritual health.Also, cyberspace has not been able to provide a good opportunity for children's spiritual health.
Masoumeh sadat Abtahi
Abstract
The present study was conducted with the aim of investigating the effectiveness of external cognitive teaching in a multimedia way on the self-regulation of learners.Method: The present study was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population ...
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The present study was conducted with the aim of investigating the effectiveness of external cognitive teaching in a multimedia way on the self-regulation of learners.Method: The present study was a semi-experimental study with a pre-test-post-test design with a control group. The statistical population of the research includes all elementary school students of Houshmanshahr schools in Tehran. With the aim of removing the intervention effect, available sampling method was used. Based on this, 30 students who were taught by an experimental science teacher were selected and randomly placed in experimental and control groups of 15 people. During 15 sessions of 40 minutes, the experimental group was exposed to the independent variable (educational multimedia based on Merrill's educational design model). The control group was taught the content of the experimental science course, which was designed according to Merrill's educational design model, in the usual teaching method. Students in both groups answered Bronken, Plus and Leutner questionnaires before and after training. The collected data was analyzed with spss software.Findings: The results of the paired t-test showed that the use of multimedia education based on Merrill's design model reduces external cognitive load and increases self-discipline of learners. Also, it was found that the experimental group with multimedia training based on educational design model experienced more external cognitive load and had more self-regulation than the control group with multimedia training without educational design model.
Mohsen Bagheri; Zahra Basaki; saeed shahhosseini
Abstract
The purpose of the current research was to design and produce a learning styles application and validate it from the users' point of view. The research implementation method had two parts; In the first part, a descriptive research method was used as a research and development method, in such a way that ...
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The purpose of the current research was to design and produce a learning styles application and validate it from the users' point of view. The research implementation method had two parts; In the first part, a descriptive research method was used as a research and development method, in such a way that based on the principles of producing educational applications, the application of learning styles and the reliability and validity of this tool were examined by experts. In the second part, the evaluation research method was used. The statistical population of the study in the second part of the research included all the primary teachers of Central Province in the academic year of 2019-2019, 30 of them were selected by available sampling method. The data collection tool was the learning styles application and the questionnaire made by the researcher to validate the learning styles application. One sample t test was used to analyze the questionnaire data. The quantitative findings of the research and the results obtained from the sample T-Tech test indicated that the average obtained in all aspects of the validation of the learning styles application was significantly higher than the number 3 (P<0.01), in other words, the validation of teachers It was positive and satisfactory regarding the application. This educational application as a useful tool can be used by teachers to identify students' learning styles and apply teaching and learning methods that suit them.
Nadia Gholami; Mohammad asgari; sadegh jalali
Abstract
The purpose of this study was to Survey Barriers to use of active teaching methods and techniques In the process of teaching -learning and providing solutions. The research method is descriptive-survey. The purpose of this study is practical and field research. The statistical population of this study ...
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The purpose of this study was to Survey Barriers to use of active teaching methods and techniques In the process of teaching -learning and providing solutions. The research method is descriptive-survey. The purpose of this study is practical and field research. The statistical population of this study consisted of all primary school teachers in Tehran's 14th district in the 2018-2019 academic year, which was 694 people. According to the size of the community and according to the table of Krejcie and Morgan, the number of research samples Selected 248 people. Research data collection tool was an Barriers of active teaching questionnaire. Descriptive statistics were first used to analyze the data and Then, according to the nature of the research hypothesis, the Kolmogorov-Smirnov test, the Friedman test and the single-sample T test were used. The result showed that Barriers to use of active teaching methods and techniques Including: Teachers' lack of mastery, Weakness in educational communication, Inadequate training space, Inadequate textbook content and Lack of educational facilities affect the process of teaching –learning and Friedman's test results also showed that there is a significant difference between the priority of research variables in all five factors. All factors were above average and Accordingly, the factor of weakness in establishing educational communication had the highest priority and the factor of lack of mastery of teachers had the lowest priority. Based on the results of the research, it can be said that these factors prevent the implementation of active teaching methods the teaching-learning process.
Zeynab Esmaeili Bajadani; Khadijeh Aliabadi
Abstract
This study aimed to investigate the effect of animated pedagogical agents in multimedia on students learning and retention. The statistical population consisted of all eighth grade girl students in region 4 of district 6 in Tehran. 60 students were selected using available sampling method and randomly ...
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This study aimed to investigate the effect of animated pedagogical agents in multimedia on students learning and retention. The statistical population consisted of all eighth grade girl students in region 4 of district 6 in Tehran. 60 students were selected using available sampling method and randomly divided into control and experimental groups. The research method was quasi-experimental with pretest-posttest design with control group. Before the implementation of instruction on the students of both groups, pre-test related to instructional content was conducted. The experimental group was trained in four instructional sessions using a researcher-made multimedia based on pedagogical agent and the control group was kept away from the independent variable. In the end, the post-test of learning and retention was performed. The research instrument included a researcher-made learning questionnaire and a retention questionnaire parallel with the learning test. Descriptive statistics (mean, standard deviation) and inferential statistics (covariance) were used to analyze the data. In general, the results indicated that the pedagogical agents in multimedia increased learning and retention in students. Therefore, the results of this study showed the effective role of multimedia based on animated pedagogical agents in enhancing the learning and retention of the students.
farhad seraji
Abstract
This study aims to investigate the role of e-learning skills in the virtual students’ academic achievement and satisfaction. The statistical population is composed of all students at the E-Learning Education Center at the University of Tehran and Mehr Alborz Higher Education Institute out of whom, ...
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This study aims to investigate the role of e-learning skills in the virtual students’ academic achievement and satisfaction. The statistical population is composed of all students at the E-Learning Education Center at the University of Tehran and Mehr Alborz Higher Education Institute out of whom, 388 individuals were selected as the sample using the relative stratified sampling method and based on Kerjessi and Moregan Table. The research method is correlation, and two researcher-developed questionnaires, e-learning preparation measurement test, and academic satisfaction test were used for data collection. Content validity of these two tests through using the views of seven e-learning specialists and their reliability upon trial administration to 60 students and calculation of Cronbach’s alpha were put at 0.84 and 0.87 respectively. Moreover, in order to measure and assess academic achievement, the researchers employed the students’ mean of academic achievement. The research data were analyzed by means of a t-test, Pearson correlation coefficient and stepwise regression, the results of which indicated that the level of students’ skills is mediocre, level of academic satisfaction is mediocre, and the level of their academic achievement is good. Pearson correlation coefficient demonstrated that there is a correlation between metacognitive and cognitive skills and academic achievement. Furthermore, the results and findings suggest that there is a correlation between metacognitive and cognitive skills and academic satisfaction, while no significant relation was found between the variables of technological skills and communication skills and academic achievement and satisfaction. The share of metacognitive skills in prediction of the students’ academic achievement is 32.8%, and that of cognitive skills is 11.5%. In addition, the share of metacognitive skills in prediction of students’ academic satisfaction is 50%, and that of cognitive skills is 17.5%.
Abdollah Akhbari; Mohammad Ali Rostaminejad; Mohammad Akbari
Abstract
The development of smart schools has been achieved along with technological development, in that the use of technology affects students' learning and motivation. The interactive boards are a sample of modern technologies used in smart schools. Given the spread of interactive whiteboards in Iranian schools, ...
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The development of smart schools has been achieved along with technological development, in that the use of technology affects students' learning and motivation. The interactive boards are a sample of modern technologies used in smart schools. Given the spread of interactive whiteboards in Iranian schools, it is important to investigate the users' perception of this technology. The current study intends to develop a questionnaire for investigating the students’ perception of interactive boards. To this end, a sample consists of 305 seventh- and eighth-grade high school students in South Khorasan province were selected. Results from the created exploratory factor analysis specified 4 factors, namely students' perception of learning, students' perception of motivation, students' perception of efficiency, and students' perception of challenges and limitations. In general, these factors explained 55% of variance in students' perception of interactive boards. The reliability of the instrument was obtained as ɑ=0.09 and the 4-factor regression model explained 22.3% of changes in school marks among these students.
Esmaeil Zaraii Zavaraki; Hamidreza Ghorbani
Abstract
This research occurred to determine the effect of virtual social networks usage on the students' English language learning. The method of research is Quasi-experimental and the pre-test and post-test with the control group was used. The research community includes all English language students between ...
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This research occurred to determine the effect of virtual social networks usage on the students' English language learning. The method of research is Quasi-experimental and the pre-test and post-test with the control group was used. The research community includes all English language students between 14-18 years old of Sari English language institutes. The sample size of this research is 30 students. We divided them in two groups. There were 15 students in control group and 15 students in experimental group. The selection of this sample size was done by purposive sampling. We taught to experimental group by using Skype as a virtual social network and taught to control group commonly and without virtual social network. We used the standard questions of Interchange book for collecting the information. The experts have confirmed the validity and its reliability has been proved by the applying of test-retest method. To evaluate the research hypothesis the multivariate analysis of covariance has been used. This research finding showed that teaching by virtual social networks has a considerable positive effect on three language skills: listening, speaking and reading. As the tests have been conducted, the experimental group students achieved better scores. However, there was not any significant difference about the effect of virtual social networks on writing skill. Generally, using of virtual social network has a significant effect on students' English language learning.
Marjan Morshedi; Siyavash Talepasand; Ali Mohammad Rezaee
Abstract
This paper examined the effect of mobile learning (M-learning) on English vocabulary recall with the screen size serving as the moderating role. In this regard, a multi-group quasi-experimental scheme was adopted as pretest-posttest. The population consisted of all students (8 to 14 years old) participating ...
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This paper examined the effect of mobile learning (M-learning) on English vocabulary recall with the screen size serving as the moderating role. In this regard, a multi-group quasi-experimental scheme was adopted as pretest-posttest. The population consisted of all students (8 to 14 years old) participating at elementary levels I and II at Language Institute of Mashhad Department of Education, District 4. A total of 112 students were selected from the Institute and were then randomly divided into two groups using mobile devices (small screen) and computers (large screen). Then, the subjects in each group were randomly divided into four subgroups. All subjects participated in a vocabulary recall quiz before and after the treatment. The findings suggested a significant difference between the groups in terms of vocabulary recall. The textual/visual and textual presentation groups significantly outperformed the control group, whereas no significant difference was seen in the visual group. The participants receiving the instructions on a large screen performed better in the vocabulary recall quiz, while the effects of screen interaction and presentation type on vocabulary recall were insignificant. The learner’s performance is enhanced in multimedia education by providing educational materials both in verbal and non-verbal channels. Providing educational materials through small screens may lead to attention and perception difficulties.
Hassan Fanidpour; Yousef Mahdavi nasab; Hashem Fardanesh
Abstract
The aim of this study was to investigate the effect of using the story based design strategy in the university textbook design in comparison with using the traditional strategy on the level of motivation for academic achievement in the course of “Educational Design”, taken by the students ...
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The aim of this study was to investigate the effect of using the story based design strategy in the university textbook design in comparison with using the traditional strategy on the level of motivation for academic achievement in the course of “Educational Design”, taken by the students majoring in educational technology at Tabriz University. The methodology of this piece of research is quasi- experimental with pretest and posttest designs and control and experimental groups. The statistical population consists of 180 undergraduate students of educational technology from among all students at the Faculty of Psychology and Educational Sciences, Tabriz University. The sampling method was random sampling and sample size was 40. The measurement instruments included Werland Scale of Motivation for Academic Achievement. For the purpose of data collection, a pretest and posttest of the foregoing scale were administered to all sample subjects. The scales of the test of motivation for academic achievement were analyzed by means of covariance analysis. Results suggested that there is a significant difference between both groups in terms of level of motivation, and this difference benefits the experimental group, i.e., material development using story strategy has a significant effect on motivation for academic achievement in the students of educational technology in the course of “Educational Design”.
faramarz malekian; Mojgan khazai
Abstract
This study examined the role of puppet based show training on the reduction of relational health problems, reactional and verbal response problems and hyperactivity of aggressive children. In a Quasi experimental pretest-posttest design 12 boys5 to 6 years old who were referred to education counseling ...
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This study examined the role of puppet based show training on the reduction of relational health problems, reactional and verbal response problems and hyperactivity of aggressive children. In a Quasi experimental pretest-posttest design 12 boys5 to 6 years old who were referred to education counseling center of Kermanshah participated in the study. Their scores in Shahim Questionnaire (1985) were one standard deviation above the mean. They were randomly assigned to two groups, respectively. The experimental group received puppet show based education (independent variable) for 8 sessions and the control group received no intervention. To investigate the effect of the intervention both groups were tested. The data were analyzed using repeated measure co-variance. The results showed that puppet show based training reduced the signs of physical aggression, relational and verbal-hyperactive response – of children in experimental group. Thus, the results obtained can have the implication in educational practices which has been discussed.
masoomeh mohammadabadi; negin jabari; mohammad karimi
Abstract
Despite the profound changes which occurred in the lifestyles of modern societies still dealing with adversity and difficulty Natvannd.karshnasan Ansanhadr Unfortunately, many behavioral sciences also believe that life skills education programs, including programs to humans helps better life. The purpose ...
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Despite the profound changes which occurred in the lifestyles of modern societies still dealing with adversity and difficulty Natvannd.karshnasan Ansanhadr Unfortunately, many behavioral sciences also believe that life skills education programs, including programs to humans helps better life. The purpose of the pilot study method of pretest and post-test is experimental and control groups. The experimental method to infer cause and effect relationship between phenomena that are controlled Gyrnd.yafth, the positive effects of the training on students' skills in problem solving, self-esteem and their health have implications for the training, Inc. Visitors are able to conflicts with peers in a constructive manner to resolve and more interpersonal Yabnd.dadh popularity of this study suggest that public health and self-esteem in girls and boys has also trained more than untrained general health and self-esteem of girls and boys differ between Ndashtndv hypothesis was rejected and Sfrtayyd hypothesis, the next issue of public health and self-esteem between two groups of students trained and untrained influenced by the theory of gender as was changed after the data and hypotheses reject the null hypothesis was confirmed and proven public health and self-esteem of students trained and untrained girls and boys affected by gender has not changed, according to the findings of the study concluded The life skills training on self-esteem and general health of students trained more than untrainedstudents.
