Maryam vasoo jouibari; NASRIN MOHAMMADHASANI; Yousef Mahdavi Nasab
Abstract
The purpose of the present study was to investigate the impact of gamification on the self-directed learning ability of sixth-grade male students in mathematics. This research had an applied objective and utilized a quasi-experimental method with a pretest-posttest design including a control group. The ...
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The purpose of the present study was to investigate the impact of gamification on the self-directed learning ability of sixth-grade male students in mathematics. This research had an applied objective and utilized a quasi-experimental method with a pretest-posttest design including a control group. The data collection tool was Fisher's self-directed learning questionnaire. The statistical population included all sixth-grade students in Joybar city in 2023-2024. Using the convenience sampling method, 36 students were selected from two schools in Joybar city and randomly assigned to two experimental and control groups of 18 students. The experimental group engaged in learning in a gamified environment for 8 45-minute sessions. Descriptive statistics and analysis of covariance were used to analyze the data. The findings showed that the mean scores of students' self-directed learning ability in the gamified group had a significant increase of .19 compared to the control group. Additionally, the results of analysis of covariance indicated that gamification had a significant effect on self-directed learning (f=47.6, sig=.016), self-management component (f=41.7, sig=.01), motivation in learning (f=61.3, sig=.066), and self-control (f=25.11, sig=.002). The results showed that the use of gamification has a positive impact on the self-directed learning ability of sixth-grade male students in math class and on all three components of self-directed learning ability, including self-management, self-control, and motivation in learning.
zahra Rasisdi Zadeh; Yousef Mahdavi Nasab; NASRIN MOHAMMADHASANI; kiumars taghipour
Abstract
Due to the epidemic of the Covid-19 disease, non-attendance teaching replaced face-to-face teaching for a while. Here, educational television played a role in solving these inequalities. Therefore, the aim of the current research is to evaluate the television programs of the educational network in order ...
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Due to the epidemic of the Covid-19 disease, non-attendance teaching replaced face-to-face teaching for a while. Here, educational television played a role in solving these inequalities. Therefore, the aim of the current research is to evaluate the television programs of the educational network in order to determine the state of these programs in terms of Instructional design. The statistical population of the research is the educational programs of the TV Education Network for the third grade of elementary school in Farsi in the second half of 2019-2020, which includes 16 hours. The tool used is a researcher-made checklist. A sample T-Tech was used to analyze the data, and Friedman's test was used to determine the rating of compliance with the principles of Instructional design in TV programs of the Education Network in Farsi. The obtained results are: principles of Instructional design (desired), content (desired), technical dimension (desired), teaching plan (desired). Among the components of the teaching plan, the components of attracting and maintaining attention, expressing the goal, visual-auditory presentation, and reflection/thinking were in an average state, and the component of summarizing the presented materials was in an unfavorable state. Also, the results of Friedman's ranking showed that the technical dimension, the content dimension and the teaching plan dimension were observed more in the Persian lesson in television programs. From the aspect of the teaching plan, the components of attracting and maintaining attention, expressing the goal, visual-auditory presentation, reflection/thinking and summarizing the material needed more attention.
hossein akbari ahmadsaraei; hamidreza maghami; Yousef Mahdavi Nasab
Abstract
The aim of this study is the effect of multimedia education on understanding the concept and solving the mathematical problem of fifth grade students. The method used is a quasi-experimental type with pre-test and post-test and two experimental and control groups. The target population of this study ...
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The aim of this study is the effect of multimedia education on understanding the concept and solving the mathematical problem of fifth grade students. The method used is a quasi-experimental type with pre-test and post-test and two experimental and control groups. The target population of this study was the fifth grade male students of Qarchak city who were studying in the academic year of 98-99 and the selected samples were randomly assigned to 60 students in two control groups (30) and 30 people were tested. The research tools were used for multimedia training of Aria e-bag software and for understanding the concept (spatial, spatial and temporal) and solving the mathematical problem that the researcher had asked. The validity of this test was 0.744 through Cronbach's alpha and its validity was confirmed according to experts. Data analysis collected in the study was performed using SPSS software and using descriptive statistical methods of mean indices, standard deviation and in the inferential statistics section, covariance analysis method was used. The results show that there is a significant difference between the mean of post-test scores of the two control and experimental groups in the dependent variable of understanding the concept and solving the mathematical problem. This confirms the effective role of multimedia teaching on better understanding of mathematical concepts (spatial understanding, spatial understanding and temporal understanding) and solving math problems of fifth grade students.
