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.
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.
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.
rahim Moradi; soraya Khazaee; Razie Karimi; Elahe Velayati
Abstract
This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest ...
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This paper attempted to evaluate the impact of educational multimedia based on Gagné’s Instructional Systems Design (ISD) on learning and retention of Natural Sciences among sixth grade students with intellectual disability. The methodology involved a quasi-experimental procedure, pretest-posttest and a control group. The population included all sixth grade female students with intellectual disability studying at special education centers of Khorramabad, Iran, during the academic year 2014-2015. Using convenient sampling, 30 students were selected and then randomly divided into two groups. The instrument used in this study was a researcher-made learning and retention quiz. The learning pre-test was administered by the researcher for both experimental and control groups. Then, the experimental group was trained through eight sessions using multimedia devices based on Gagné’s model, while the control group received the conventional treatment. Post-test was administered on both groups. The researcher administered the retention quiz on students two weeks after the completion of course. Statistical methods were employed at descriptive and inferential levels to analyze the statistical data. The findings suggested a significant difference between the experimental and control groups in terms of learning and retention rate. In fact, the experimental group achieved better learning and retention.
Abstract
This study aims to investigate the effect of multimedia conversational instruction style on increasing communication skills in the student’s girls with partial hearing loss in Tehran. The research method is quasi-experimental and the statistical population is composed of all elementary school 6th-graders ...
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This study aims to investigate the effect of multimedia conversational instruction style on increasing communication skills in the student’s girls with partial hearing loss in Tehran. The research method is quasi-experimental and the statistical population is composed of all elementary school 6th-graders with partial hearing loss in Tehran out of whom 15 students were randomly selected using the convenience sampling method and placed in two control and experiment groups. The instrument for data collection is Attarha Communication Skill Assessment Inventory (2007) which has three subscales. The experiment group received training in 7 sessions using the researcher-developed multimedia software program, and the control group was excluded from training. Descriptive statistics (central and dispersion indices) and inferential statistics (univariate covariance analysis) were adopted for data analysis. The results generally suggest that multimedia conversational instruction style improves communication skills including emotional management, others’ perception and self-assertion in the students with partial hearing loss. Therefore, the results indicate that multimedia conversational teaching style has a positive impact on increased communication skills in the students with partial hearing loss.
