CURRICULUM PLANNING KNOWLEDGE & RESEARCH IN EDUCATIONAL SCIENCES
Year:2015 | Volume:11 | Issue:16 (43)|Papers Count:24

How mobile learning can effect on student's motivation, self-awareness, and educational developments in Arabic course is what being study in this essay. Quasi-experimental method, using pre test and post test within the control group, has been used in this study. Statistical population was consisted of students from Sari Islamic Azad University in 2011. Based on clustering sampling method, tow classes with 69 students were selected and considering random clustering method, students were classified into experimental (39) and control (36) groups. Hermes achievement motivation test, Rajkumar Saraswat self-awareness questionnaire and researcher- made test on Arabic course were the study tools. The validity of the researcher- made test was confirmed by experts in the field and the reliability was calculated by test-retest as 0.85.co-varience analysis, therefore, was used so as to test the research hypothesis. The findings showed that the mean scores of experimental group were in higher level than of the control group, indicating that the cell phone has a great effect on increasing student's motivation, self-awareness, and educational achievement in Arabic course.

Focusing on the male students in second grade of high school, in Hamadan, this essay is to identify how inductive thinking method can affect on the students’ creativity. The method being used, in this research, was of the experimental one, having both experimental and control groups as well as pre and post tests, randomly being chosen. All male students in second grade of state high school were the consistent parts of the statistical population; sampling method was of clustering type.60 students, randomly being divided into two groups of 30, were selected. In order to test the students’ creativity, at first, a pre-test (Abedi 1993) was given. Then, seven training sessions were held. Having passed these sessions, the students, in both groups, were given Abedi’s creativity test, as the post-test. Both multivariate analysis of variance (MANOVA) and Spss21 software have been used to analyze the data. The findings showed that there is a significant relationship between teaching inductively and creativity (F=22.32, df=1, p>0.01). This very teaching method, also, is significantly related with the capability of development (F=13.27, df=1, p>0.01), mobility (F=14.23, df=1, p>0.01), creativity (F=16.51, df=1, p>0.01) and flexibility (F=9.90, df=1, p>0.01).

Inductively and deductively teaching methods are compared in this paper to study how they effect on English learning of third grade of junior high school students in two cities of Shiraz. The research method was of quasi-experimental type, using pre and post tests for two experimental groups. Amongst the junior high schools, in Shiraz, one boy school and one girl school were selected by randomizing. Then, in each school, two classes were selected randomly, too: one as an inductive experimental group and the next class as a deductive group. Measurement test was of the thirty-questions test about comprehension and grammar. Since this test was standardized, its validity and reliability had been confirmed; the first by some teacher, professors, and head teachers in Shiraz educational organization and the second by Coronbach’s Alpha as %76. The experimental groups, then, have been taught both inductively and deductively. In the end, post-test was given to these four groups. By Using co-variance analysis and an independent group t-test, data, then, have been analyzed. The findings showed that experimental groups were significantly different; in that, the scores of students, being inductively taught, were better than those of deductive one. Regardless of the last hypothesis saying that there is a significant relationship between boys and girls in comprehension, in deductive method, most hypothesis of this research have been verified. It is, therefore, concluded that inductive method is much more effective than the deductive one. Considering the coming hypothesis, it is to say that this very method has been more effective on the girls; however, in the last hypothesis, this relationship is not significantly meaningful. What being resulted, therefore, is that, generally, inductive teaching method is so beneficial in English learning.

Using a quasi-experimental method with post-test within a control group, this study is to investigate about the effect of interactive e-tasks on electronically learning English skills. 300 English learners from Iran Language Institute, in 1391, were selected as the statistical population. Amongst whom 32 students were the learners of Elementary 2 and, then, have been placed in two experimental and control groups randomly. Then, Interactive electronic tasks were designed by the researchers, under the supervision of authorities of the Iran Language Institute and, therefore, they were given to the experimental group for about one semester. At the end of the term, by means of a slandered test, having an acceptable validity, the data of students' learned skills of each group were collected and, then, were analyzed using descriptive statistic (mean and mode) and inferential statistics (t-test for the both groups). The findings suggested a positive and significant impact of the designed interactive electronic tasks on the English skills of the learners in experimental group such as vocabulary, grammar, and reading comprehension.

This paper is to study about the influence of teaching problem-solving methods on the students’ self-awareness and their improvement in mathematics, considering the 5th grade primary school students. Reinforcing the students’ self-awareness and their development in math are the top two elements being discussed in this research. The sample of students being chosen is from a rural complex on the suburb of Torbat-e-Heidarie town. Once one control group and an experimental one (each consisting of 15 members) were selected, the experimental group was taught about methods of problem-solving during five 45-minute sessions. Then, both a pre-test (including 18 questions on math) and a post-test (including 18 questions on math and 80 questions on self-awareness) were given. The questions of two tests had the same level of difficulty. Having been analyzed by co-variance, the scores of the pre and post tests indicated that there was significant relationship between the pre and post tests. The mean score, in the post-test, has increased remarkably, comparing with the pre-test, in the experimental group; whereas, such an improvement has not been noticed among those of the control group. What being concluded from the mean scores in pre and post tests in the experimental group is that math problem-solving methods can have a great effect on reinforcing the students’ self-awareness as well as their improvement in math.

The purpose of this research was to predict the students’ academic achievements, based on their perception of the teachers’ communicative style. The method being used was of the descriptive, co relational, one. 27339 girl students, in third grade of junior high school in Tehran, were the statistical population. Amongst whom, 48 students, being about 13 years old, were selected by multiple cluster sampling. Data, then, were collected by a questioner, focusing on the student-teacher relationship style as well as the average scores of the students, during the first semester in 1388-1389. By means of the psychometric criteria, both the validity and the reliability of the questioner have been verified. Descriptive analysis (mean, slandered deviation) and multiple regression analysis were used to analyze the data. Based on the findings, it was concluded that the mean scores of the both positive behaviors of the teachers, as: leadership, understanding, freedom, supporting, and negative behaviors, as: indecisiveness, aggressiveness, dissatisfaction and seriousness, were very low. It is, also, represented from the multiple regression analysis that not only can positive relationship style predict the academic achievements of the students (R2=0.366, F=275.81, p<0.0001), but also, by means of the negative one, students’ low achievements would be predicted, (R2=0.504, F=134.41, p<0.0001).In positive relationship style, freedom and supporting are the best predictors; however, the most powerful one is the leadership of the teacher, predicting the student achievements up to 38.7 (R2=0.387, F=302.041, p<0.0001). Although all the elements in negative style are able to predict the low achievements of the student, the indecisiveness is the best indicators, 27.6, (R2=0.276, F=182.01, p<0.0001).

The aims of education are not fulfilled unless educational programs and supplementary materials are taken, well, into consideration. It is, therefore, the textbook the most important reference in educational system. This article is to contantly analyze the social skills in social training book of first grade of junior high school. This book, consisted of four chapters and 78 pages, has been studied based on paragraph unit analysis. Four social skills as communication, assertiveness, autonomy, and coping were selected and content analysis method was used to evaluate these skills. The findings represent that the social skills of self-management, with 21 paragraph and 12.06 percent, has the largest frequency, showing the high concern of the writers to such an issue. Other social skills a consultation and communication are the next two skills being highly noticed (8.04 percent). Also, there is not any paragraph related to the social skill of saying ‘No’.

This research is to study about the pathology of the art course, focusing on the design, implementation, and evaluation from the view points of the art teachers of junior high schools in Dezful. The research method is of a descriptive type. The statistical population was consisted of 115 art teachers, amongst whom 90 ones were selected based on the cluster random sampling method. A researcher-made questionnaire was used so as to collect the necessary data. In order to analyze the date, then, both descriptive statistical method (frequency, percent) and analytic statistical method (analytical factor) were used. It is concluded from the findings that the problems of art course in The design, implementation, and evaluation, are as; 1) content problems, 2) educational problems, 3) motivational problems, 4) hardware problems, 5) exam problems, 6) problems of expecting high score in the exam.

The chief aim of this essay is to study and to analyze the position of spiritual intelligence and its components amongst the implementer and the receivers of “Religion and Life” curriculum in the fourth grade of high school. All the teacher, Teaching the “Religion and Life” courses, along with the 348 fourth grade high school students, who were chosen randomly based on the clustering sampling method, were selected as the statistical population. A questioner, consisted of 42 questions about spiritual intelligence, was, then, used to collect the data. The validity and reliability, both, have been confirmed; the first by means of the theoretical sources as well as the experts of the field and the second by Coronbach’s Alpha (%85). Both descriptive statistics (mean and slandered deviation) and inferential statistic (t-test) were used to analyze the data. Based on the findings, it can be concluded that the teachers and students are not highly different in terms of spiritual intelligence; whereas, this difference is more conspicuous between the boys and the girls. In addition, these findings indicate that the degree of knowledge and awareness of teachers about spiritual intelligence and its components is very low and, therefore, there is a serious challenge in this filled. The priority, hence, should be given to promote the spiritual intelligence as well as changes in both textbooks and teaching methods.

The purpose of the present research was to study the driving factors in integration and application of distant education in PhD courses of Payame Noor University. In order to identify the fundamental factors, a researcher-made questionnaire, consisting of 5 scales and 36 sub-scales, was given to 30 distant education experts.. From a population of 1082 people, 136 were selected as the sample, using random sampling and Cochran’s formula, and the questionnaire was distributed among them. Descriptive statistics as well as inferential analysis; mean, slandered diviation, Pearson correlation coefficient, and exploratory analysis were applied for data analysis in SPSS 18 and LISREL 8.53. Based on the initial findings, these were the self-sufficiency, technological skillfulness, practicality, easy access, and comprehensive support which were identified as the driving factors in integration and application of distance education. The correlation coefficients for these factors were 64%, 52%, 49%, 47%, and 39%, respectively. The final results of LISREL analysis showed that the coefficients of determination for the above factors are 27%, 66%, 77%, 61%, and 80%, respectively, indicating the positive relationship of these factors with integration, application, and modeling of distant education. Chi-square to df ratio (2.172) was less than 3, the value of RMSEA (0.0018) was less than the threshold (), -value (0.2132) was greater than the threshold (), and the values of GFI (0.91) and AGFI (0.90) were equal to or greater than the threshold (0.90), all suggesting the goodness of fit of the model and indicating significant relationships between the five main scales.

Considering the Aran and Biddgol elementary schools, this study is conducted with the aim of recognizing the teachers’ awareness about the concept of descriptive-quantitative feedback and, hence, applying that in the classroom. The method of study is of qualitative and phenomenological one. Semi-structural interview, observation, and content analysis were the tools by means of which data were collected. Considering the phenomenological method, Thirty two teachers, for the interview, and ten classrooms, for the observation, were selected. Based on the 100 samples of the teachersʹ writing feedbacks, as the third angle of this triangle, the researchers did content analysis. The findings showed that majority of the intended teachers (66%) were fully aware of the concept of the feedback and a few of them (18%) did not understand this concept perfectly and a limited number of them (16%) had no idea about what and how the concept of feedback was. The findings show that different sorts of feedback had been used by the teachers as: emotional, individual-speaking, group- speaking, and writing feedbacks. The content analysis of writing feedbacks, also, showed that the teachers mainly used the quantitative, descriptive, and encouraging feedbacks.

This study was conducted to contently analyze the experimental science textbooks of primary schools, based on the various types of questions. The study benefits from the descriptive method in identifying the types of questions and, also, content analysis method to investigate how the questions are used in the books. To do so, the question type sentences were the units of analysis. Because of the limited number of the statistical population, elementary science text books, no sampling method was applied. To collect the data, content analysis was used, whose validity was confirmed by the experts of the educational science. Its reliability, also, was calculated by William Scott’s formula as %81. Based on the findings, it is concluded that in the textbook of the first grade of elementary school, the concave and individual-oriented questions were of the highest frequency and the result-oriented questions were of the lowest amount. In the textbook of the second level, also, concave and background questions were highly frequent; whereas, the result-oriented questions were the lowest. Taking the questions of the textbooks of the third and fourth level into consideration, the analysis presented the superiority of the concave and practical questions over the questions with result-orientation, possessing the least amount. Finally within the scope of the textbook at level five, the concave questions and those with subject orientation showed the highest frequency, and the result-oriented along with the predictive ones were found to be the least. The result of the Chi-square test, also, showed that there exists a significant relationship between the observed values and the expected ones in all experimental science textbooks in primary school.