QUARTERLY EDUCATIONAL PSYCHOLOGY
Year:2013 | Volume:9 | Issue:28|Papers Count:8

The present study aims to compare writing skills among first grade elementary students with and without preschool experience and to present appropriate solutions. The type of research was causal comparative.60 subjects including 30 students (15 girls and 15 boys) with and 30 other without pre-school experiences were selected from among first-grade students by using multistage cluster sampling. The researcher referred to the students’ educational records, which were confirmed by their teachers, to distinguish those with and without preschool experience. The Writing Test (Ragheb, 2005/1384) was used to test students’ writing skills. The results showed that there was a significant difference between students with and without preschool experience in spelling and composition. The students with preschool experience out performed those with no experience of preschool. The gender factor was also effective in such differences. Therefore, the role of preschool education in improving the students’ writing skills is highlighted.

Considering the relationship between individuals' learning styles and their preferred teaching styles, this paper aims at studying the effect of the students' learning styles on their preferred teaching styles in Ferdowsi University of Mashhad, Iran.180 out of 500 students are randomly selected in the academic year of 2010-211 by using Morgan's formula and completed "learning styles" and "teaching styles" questionnaires. The results show that many subjects are inclined towards active teaching style and have assimilation and convergent learning styles. In addition, students preferring active teaching style have often divergent learning style. It is suggested that instructors use active teaching methods and consider various techniques when designing their instructions in order to make students skillful in various learning styles and provide opportunities for their academic achievements.

The aim of the research was to study the effectiveness of the computer game Numbers on learning and retention of first grade mathematics. To achieve this goal, quasi-experimental method and pretest-posttest control-group design were used. The population consisted of all first grade male students in Varzaqan town, out of which a sample of 30 students were selected using cluster sampling and divided into two groups: control and experimental. Pretest, posttest, and retention test were conducted on both groups. Teaching was carried out using conventional methods for the control group and using the computer game Numbers for the experimental group. For descriptive statistics and data analysis, indices, such as mean and standard deviation of scores were used. For inferential statistics and examining the research hypothesis, analysis of covariance was used. The results showed that the difference between learning and retention scores in control and experimental groups is significant at alpha level of 0.05.

Computer games, with increasing variety, have become one of the most popular ways of entertainment and play among children and adolescents. They are divided into several types in terms of structure‚ content and complexity and have been categorized into violent and non-violent genres. In recent years, numerous researches conducted on computer games show that they improve cognitive abilities such as spatial visualization‚ visual memory‚ mental rotation ‚ processing speed and problem–solving thinking. In the present paper, meta-analysis is made on 34 studies about the effect of these games on selective reaction time‚ working memory and spatial visualization as independent variables. The statistical population consists of all relevant researches in between 2003 and 2012. The results are combined in the meta-analysis review. The findings show that no matter what the type of research is (experimental or non-experimental), the size of effect of the research combination is r+=0.34 for selective reaction time, r+=0.2 for working memory, and r+=0.27 for spatial visualization. Experimental researches show lower effect size. Also the longer the playing is, the greater is the effect size.

Although e-learning opportunities are very widespread and the use of e-learning is increasingly growing, little research has been done on students’ attitude towards e-learning. However, the attitude towards e-learning plays a key role in the success of this type of learning. The present research aims to study the effects of computer anxiety on the attitude towards e-learning with a focus on the mediating role of factors like computer and the Internet self-efficacy, as well as attitude towards computer and the Internet, using model testing. The research applied the correlational method. Using cluster random sampling, 485 subjects were selected from among the students of public high schools in Noor-Abad, Lorestan. They were asked to complete the questionnaires designed based on the conceptual model. Computer anxiety had negative and almost equal effects on the attitude towards computer and the attitude towards the Internet. Internet self-efficacy had positive and significant effect on the attitude towards e-learning. In general, the modified model had a good fit with the collected data. It showed the important role of factors such as computer anxiety, computer self-efficacy, the attitude towards computer, Internet self-efficacy, and the attitude towards the Internet in the attitude towards e-learning.

The purpose of the present study was to investigate the prevalence of academic procrastination among students of Islamic Azad University- Abadan Branch, and its relationship with demographic characteristics, preferences of study time, and purpose of entering university. This study was a cross–sectional descriptive study. The sample consisted of 600 students (281 females and 319 males) selected using cluster random sampling from a population of students of Islamic Azad University-Abadan Branch. The participants were assessed using Aitken Procrastination Inventory. The collected data were analyzed by t-test, ANOVA, correlation coefficient, and multivariate regression analysis, and with the help of SPSS 18. The findings showed that 14% of all students, 12% of female students, and 14.1% of male students had high levels of academic procrastination, while 70.8% of all students, 68.8 % of female student, and 68.7% of male students showed average levels of academic procrastination. Other results indicated that females and students who were interested to their fields of study showed lower levels of procrastination. The relationship between procrastination and age was not significant, but there was a negative relationship between procrastination and academic achievement. Moreover, students who studied in the morning and during the semester, as well as those who entered the University for gaining knowledge and skills showed lower levels of procrastination. The multivariate regression analysis showed that preferences of study time, interest in a field of study, academic achievement, and gender variables accounted for 22.6% of the variance in academic procrastination. Academic procrastination is highly prevalent among university students. This issue may affect different aspects of students’ education, health, and career prospects. Therefore, appropriate measures are recommended to diagnose and treat academic procrastination in university students.

The present descriptive research aims at studying the factors influencing satisfaction of high school students from their choice of discipline (math-physics, humanities and experimental sciences). A sample of 209 second grade high school students are selected using random clustered technique out of whom 14 students are selected randomly for an interview. A researcher-made questionnaire (r=0.89) is used as the research tool and the data are analyzed using descriptive and inferential statistics. Results show there is a positive, significant correlation between students’ satisfaction and personal interest and negative significant correlation between counseling services and selection procedure. However the relation between this variable and the view of parents is not significant. Findings show a significant relationship between students’ satisfaction and consistency of the academic and their abilities. Also, there is a significant relation between future job preference and satisfaction from the selected discipline. In this research the most influential factors on students’ satisfaction are respectively the personal interest, future job preference and counselors' recommendation. The parents’ views have the least influence. The results also indicate no significant difference between the sexes in this respect. However, the difference between the levels of satisfaction from different disciplines is significant, in a way that students of humanities have the highest satisfaction and students of math–physics are the least satisfied with their choice of discipline. Other findings show that students are satisfied with the compulsory selection of discipline in the first grade of high school.