Monireh Movahedi; Mohammad Sadegh Esmaeilifar; Nadiya Gholamipour
Abstract
The present study was conducted to investigate the effect of Blended learning-Based Social Networks on female second-year high school students’ self-efficacy in math in Gha’emshahr. The population of study consisted of 6263 female second-year high school students in Gha’emshahr. They ...
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The present study was conducted to investigate the effect of Blended learning-Based Social Networks on female second-year high school students’ self-efficacy in math in Gha’emshahr. The population of study consisted of 6263 female second-year high school students in Gha’emshahr. They were studying in 42 schools in 93-94 school year. Out of schools with ICT facilities, one school was randomly selected, then two second grade classes were selected as experimental and control groups. Matius et al’s Self-efficacy questionnaire was used to gather required information on self-efficacy. It was used as a pre-test, survey and post-test instrument in both control and experimental group. First pre-test was administered. Then, during 8 weeks of first term of school year, educational contents were taught using social networks and traditional methods for experimental and control groups, respectively. After training, both groups were assessed in terms of their self-efficacy. Survey test was administered two months after training. Using frequent assessments, the results revealed that there was a significance difference in the self-efficacy of experimental and control groups (P≥./001). Experimental group continued their superiority in self-efficacy two months after training. Research results demonstrated the positive effect of Blended learning-Based Social Networks on self-efficacy.
Shahram Vahedi; Saeed Gharehaghaji
Abstract
This study investigated the hypothetical model of self-regulated learning strategies in the subject of mathematics based on motivational and mediating factors of academic emotions. In order to test this model, 395 of male students from among those in the five districts of Tabriz were selected using the ...
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This study investigated the hypothetical model of self-regulated learning strategies in the subject of mathematics based on motivational and mediating factors of academic emotions. In order to test this model, 395 of male students from among those in the five districts of Tabriz were selected using the cluster multistep sampling method and completed the questionnaire of self-regulated learning and achievement emotions. The data were analyzed by means of the route analysis statistical method. Results suggested that there is a significant relation between task value and the strategies founded on deep and superficial learning. There relation between self-efficacy and deep and superficial learning strategies is positive and significant. There relation between task and self-efficacy and positive emotions is positive and significant and the one between task and self-efficacy and negative emotions is negative and significant. Findings indicate there is no significant relation between negative emotions and deep learning strategies, whereas there is a significant relation between negative emotions and superficial learning. In the end, the research results suggest that positive emotions are related to the learners’ tendency to deep and superficial learning strategies.
