Mahdi Ebrahimi; Bahman Yasbolaghi Sharahi; Rahim Moradi
Abstract
The purpose of this study was to investigate the effectiveness of blended learning based on the station rotation model on problem-solving skills and academic well-being of fifth-grade elementary school students. The research method was quasi-experimental with a pre-test-post-test control group design. ...
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The purpose of this study was to investigate the effectiveness of blended learning based on the station rotation model on problem-solving skills and academic well-being of fifth-grade elementary school students. The research method was quasi-experimental with a pre-test-post-test control group design. The statistical population of the study included all fifth-grade elementary school students in Saveh city in the academic year 2022-2023. The research participants, 40 fifth-grade students, were selected through convenience sampling and randomly assigned to two groups: experimental (20 students) and control (20 students). The data collection instruments included the Heppner and Petersen (1982) Problem-Solving Inventory and the Tuominen-Soini et al. (2012) Academic Well-being Questionnaire. After the pre-test, the experimental group received 12 sessions of math instruction using the blended learning approach based on the station rotation model, while the control group received traditional classroom instruction. After 12 sessions, both groups were post-tested. Data analysis was performed using descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate analysis of covariance). 1 The results showed that the mean scores of problem-solving skills and academic well-being in students who learned through the blended learning approach based on the station rotation model were significantly higher than those of students who received traditional instruction. Therefore, it can be concluded that the blended learning approach based on the station rotation model can open new horizons for policymakers and education stakeholders to improve problem-solving skills and enhance academic well-being of students, especially in mathematics.
Vida Beiranvandi; Rahim Moradi; Bahman Yasbolaghi Sharahi
Abstract
This research was conducted with the aim of investigating the effectiveness of technology-based teaching strategy on the academic engagement of the sixth grade elementary school students in the course of experimental sciences. The research method was based on quasi-experimental nature with a pre-test-post-test ...
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This research was conducted with the aim of investigating the effectiveness of technology-based teaching strategy on the academic engagement of the sixth grade elementary school students in the course of experimental sciences. The research method was based on quasi-experimental nature with a pre-test-post-test design and a control group. The statistical population of the research included all sixth grade female students of the elementary school in Dere Shahr city in the academic year of 2022-2023. To select the sample size from the convenience sampling method, 36 students of the sixth grade of the second period of Elementary School in Dere Shahr City were selected and then the selected sample was randomly assigned into experimental groups (18 people) and control groups (18 people). Fredericks (2004) educational enthusiasm questionnaire were used to collect data on academic engagement. The experimental group was trained using the active teaching strategy based on technology during eight sessions, and the control group was trained in the usual way. To analyze the data, statistical methods have been used at two descriptive levels (central and dispersion indices) and inferential (covariance analysis). The results showed that the technology-based teaching strategy had a significant effect on students' academic engagement. According to the results of this research regarding the effectiveness of the technology-based teaching strategy on the academic engagementof elementary school students, it is suggested that this strategy be included in the agenda of the Deputy of Elementary Education of the Ministry of Education.
