Mohammad Taghi Zaeri; Esmaeil Zaraii Zavaraki; Parviz Sharifidaramadi; Ali Delavar
Abstract
This research was conducted with the aim of determining "the effect of the learning package model based on the blended approach on the learning rate of students with visual impairment in the first period of elementary school in experimental sciences". To measure the effectiveness of this model, a quasi-experimental ...
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This research was conducted with the aim of determining "the effect of the learning package model based on the blended approach on the learning rate of students with visual impairment in the first period of elementary school in experimental sciences". To measure the effectiveness of this model, a quasi-experimental design with pre-test-post-test and two experimental and control groups was used. The statistical population included all students with visual impairment in the first period of elementary school. 19 students from the third grade in the academic year of 1402-1403 were selected in a purposeful and accessible manner. In this research, a blended approach (face-to-face and virtual) was used. At first, the learning package was designed and prepared, then it was used in the teaching-learning process. The measurement of students' learning was done with a researcher-made test. Mean and standard deviation were used for descriptive statistics and covariance analysis was used for inferential statistics. The results obtained from the data analysis of the research hypothesis showed that after removing the pre-test (adjusted mean), there is a significant difference between the average learning scores in the post-test phase (P<0.001) and the research hypothesis was confirmed. According to the research results, it can be said that the learning package model is effective for visually impaired students. Therefore, it is suggested to use this model in order to prepare, produce and apply the learning package for students with visual impairment.
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.
esmaeil aslani; esmaeil zavaraki
Abstract
The present study aimed to investigate the effect of educational multimedia on the educable mentally retarded student’s growth of self-directed learning skills in first grade of high school in Tehran, has been done. The target population includes all educable mentally retarded students of first ...
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The present study aimed to investigate the effect of educational multimedia on the educable mentally retarded student’s growth of self-directed learning skills in first grade of high school in Tehran, has been done. The target population includes all educable mentally retarded students of first grade in high school in Tehran. With using multi-stage cluster sampling method, 12 students were selected and randomly were replaced in experimental and control group. Data, questionnaires, was Fisher and colleague’s self-directed learning Scale. After the pre-test on both groups, the independent variable (education by multimedia) were administered in six sessions on the experimental group and the control group were well away from the independent variable. After completing the education with multimedia, post-test was conducted in both of groups. The results showed that the experimental group in the component willingness to learn and management was significant progress compared to the control group, respectively. But in self-control components, there was no significant difference between control and experimental groups.
Nasrin Tork; Molook Khademi Ashkzari; Esmaeil Zaraii Zavaraki
Abstract
This study aimed to investigate the improvement of learning and motivation through blended learning in undergraduate students at Allameh Tabataba’i University. The present study was semi-experimental. The statistical population of the study consisted of all students of Allameh Tabataba’i ...
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This study aimed to investigate the improvement of learning and motivation through blended learning in undergraduate students at Allameh Tabataba’i University. The present study was semi-experimental. The statistical population of the study consisted of all students of Allameh Tabataba’i University Faculty of Educational Sciences and Psychology, who were studying in the first semester of the academic year 2014-2015. The statistical sample was selected using non-randomized and available method and replacement was conducted in two experimental and control groups randomly. The instruments used in this research were the Situational Motivation Scale (SIMS) to measure students’ motivation and the students’ final grades for measuring their learning. At first, pre-test of academic motivation was done for both groups, then the experimental group completed a semester with blended learning method and the control group received the instruction through face- to -face method. After a semester, the post-test was taken from both groups. Motivation data were analyzed using analysis of covariance (ANCOVA) and learning through independent t-test. Findings showed that blended learning has been more effective on learning and academic motivation. So it can be concluded that blended learning can be used as a new and effective method in educational systems to promote learning and motivation.
Esmaeil Zaraii Zavaraki
Abstract
This study attempted to revise the curriculum for Bachelor of Educational Sciences, Educational Technology minor. To this end, a qualitative-quantitative method was employed. In the qualitative section, data were collected through Bereday's method. Accordingly, the required information about the Bachelor ...
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This study attempted to revise the curriculum for Bachelor of Educational Sciences, Educational Technology minor. To this end, a qualitative-quantitative method was employed. In the qualitative section, data were collected through Bereday's method. Accordingly, the required information about the Bachelor of Educational Sciences was gathered from credible sources. Then, they were classified and interpreted so as to identify the similarities and differences. In the quantitative section, administered through the Delphi method, a specialized panel of experts was asked to give their opinion on the curriculum. The population included all universities globally holding courses on Bachelor of Educational Sciences. Furthermore, the population covered all professors and experts in the field of Educational Sciences and educational technology at Allameh Tabataba'i University. The sample consisted of eight prestigious universities in the US and Canada globally offering Educational Sciences at the Bachelor’s levels, and Educational Technology at the Master’s and Doctorate levels. Moreover, a total of 26 professors and experts in the field of Educational Sciences and Educational Technology were purposively selected from Allameh Tabataba'i University. The primary course tables were prepared after analyzing the curricula for Educational Sciences, Educational Technology minor at the Bachelor's level, and Educational Technology at Master’s and Doctorate levels in Iran as well as the curricula adopted by other universities offering Educational Sciences at Bachelor’s level and Educational Technology at Master’s and Doctorate levels. The tables were reviewed by a specialized committee for courses in Educational Technology at Allameh Tabataba'i University supervised by the leading author. At this stage, 4 basis courses and 9 specialized courses were selected. Then, the syllabus of each course was prepared by two experts. The syllabi were then discussed at several sessions by a specialized committee for the revision of Educational Technology courses at Allameh Tabataba'i University and an expert panel on the development and promotion of humanities associated with the Supreme Council of the Cultural Revolution. The corrective recommendations by the specialized committee responsible for reviewing the courses in Educational Technology were applied for 6 months. The syllabi of all courses were revised and matched according to the guidelines from the Iranian Ministry of Science, Research and Technology. The final curriculum was once again discussed and approved by the specialized committee for reviewing Educational Technology at Allameh Tabataba'i University as well as by the expert panel on the development and promotion of humanities. Therefore, a total of 13 basic and specialized courses in the field of Educational Technology were finalized in the new curriculum of the Educational Sciences field aiming to integrate several branches of Educational Sciences.
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.
