(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2015 | Volume:8 | Issue:31|Papers Count:8

The aim of this study was to examine the effectiveness of spiritual skills training on general health and anxiety of female high school students. The statistical population of this research included all female Students of Tabriz high schools. In this research, two schools in two regions of Tabriz were selected by available sampling, and then, 30 students, with high scores on anxiety and problems in general health, and were assigned to two experimental and control groups.15 Students in the experimental group participated in spiritual skills training sessions but 15 students in the control group did not receive any training. The instruments to collect the data were DASS and GHQ-28 questionnaires that were administered as the pretest and posttest. To analyze the data, covariance analysis was used. The results showed that spiritual skills training was effective on reducing anxiety and increasing general health of the students.

The present study aimed at investigating the effectiveness of mind fullness training on students` test anxiety in Saveh. The participants of the study were all of the students of junior high schools in Saveh form whom a sample of 49 students, through cluster-random sampling in two groups of experimental and control, were chosen. Splillbergers test anxiety questionnaire was used as the research instrument. The research design was semi experimental with two experimental and control groups and a pretest and a post test. The independent variable of the study was mindfulness training. The hypotheses were analyzed through covariance analysis. The results showed that mindfulness instruction is a quite effective method to decrease test anxiety and can be useful in the case of anxiety excitement and recognition.

This research aimed to determine the relationship between educational stress and educational help seeking and academic achievement among students.The statistical population of this research was all high school students of Urmia in 2014-2015 academic year. To this end, 360 students (210 girls and 150 boys) were selected by random multi-staged cluster sampling method.All of the participants completed the educational stress and educational help seeking questionnaires. Also, the GPAs of the previous year were considered as indicator of the students` academic achievement. The data was analyzed by Pearson correlation and multivariate regression. The findings showed a negative significant relationship between educational stress and academic achievement and a positive and significant relationship between educational help seeking and academic achievement. Moreover, there was no significant relationship between educational stress and educational help seeking (p£0.01). The educational stress and educational help seeking in one model could predict 13.7 percent of the variance of academic achievement. Regarding the Standard Beta, the share of educational stress in predicting academic achievement was more than educational help seeking (b=-0.28). Therefore, it is suggested that teachers, managers and planners consider the symptoms of educational stress and educational help seeking variables and design appropriate programs to improve students academic achievement.

The purpose of the present study was to examine the effectiveness of regular physical activities on the academic burnout of male students of boarding high schools. Sixty male students of boarding high schools were randomly assigned to two experimental and control groups. The experimental group did physical activities for two months, 40 minutes per day. All the participants were asked to answer the School Burnout Inventory (BDI, Salmela-Aro, Kiuru, Leskinen, & Nurmi, 2009). The data were analyzed by the Analysis of Covariance (ANCOVA). The results showed that the academic burnout of the experimental group had a significant reduction in comparison with the control group. Regular physical activities can reduce academic burnout of male students of boarding high schools.

This research was designed to achieve two objectives: a) designing a scale of teachers' instructional strategies and b) Validating the scale. To this end, Delphi method and content analysis were used to design the scale and a within group plan, using descriptive – survey method, was used to validate the scale. This study included two samples: for the first purpose of the study 43 teachers, through convenient sampling, were selected and for the second purpose 354 teachers, through stratified random multistage cluster sampling were chosen. To collect the data, two researcher – made instruments were employed. The first questionnaire included an open-ended question in which the teachers were required to list their instructional strategies in their class.The second questionnaire was a 29 – item scale in which the items were chosen from among the teachers` instructional strategies through content analysis and exploratory factor analysis. The results of the exploratory factor analysis showed that all of the teachers` instructional strategies can be classified in seven categories including strategies of learner – centered (cognitive activation), group – based education, focusing and motivating, providing an optimal environment, direct teaching (teacher – centered), controlling the educational process, and preparation. Teachers can employ various instructional strategies to provide appropriate learning environment for students and directly affect the quality of educational process.

The main purpose of this research was to present and verify an effective teaching method for faculty members at Tabriz University. This research was a descriptive survey. The statistical population of this research contains two parts. The first part includes Tabriz university factory members (N=541) and the second part includes educational sciences specialists from different universities of Tabriz (N=32) (Tabriz university, Islamic Azad university and Payame Noor university). Krejcie and Morgan table was used to choose 225 sample for the first part through random classification sampling method. In this research, a (researcher made) questionnaire with 36 items and 5 choices in Likert Scale was used. The validity of the questionnaire was investigated on the basis of credible scientific resources by 3 experts; its reliability was examined through a pilot study among 30 people, using Cronbach's Coefficient Alpha which was found to be 0.93.Then, the questionnaires were distributed among the participants. The data was investigated using SPSS19 and LISREL softwares. A T-Test was used to identify the components of effective teaching model, factor analysis was used for the proposed model, and finally descriptive statistics was used to test the validity of the model. The findings show that the proposed effective teaching model contains four effective parameters of professional teaching skills: ability to communicate with students, mastery of materials and contents, and evaluation that compose 77% of the total variance of effective teaching. From specialists point of view, the credibility of the proposed effective teaching model is 83.6 out of 100.

The present research aims to investigate the effectiveness of self-regulation training on academic achievement. In order to conduct the research, 50 students of technical high school of Tabriz were selected through screening based on academic achievement, and were randomly assigned into two groups: the experimental and the control groups. The Motivational Strategies for Learning Questionnaire (MSLQ) was employed in both groups as the pretest and post-test. The data were analyzed by ANCOVA.The results showed that their there was significant differences between the experimental and control groups in academic achievement (P<0.001), and that academic achievement of the experimental group was higher than the control group, after self-regulation training. Based on the results, it can be concluded that self-regulation training increases students’ academic achievements.

The present study aimed to examine the possible relationship between Iranian intermediate EFL learners' reflectivity/impulsivity and their metacognitive awareness of reading strategy use across different genders.To this end, 95Iranian English learners majoring in Teaching English as a Foreign Language (TEFL) from Islamic Azad University of Ardabil, Iran were considered as the participants. Initially, they were given the reading part of PET test to ensure their homogeneity in terms of reading proficiency.Then, the participants were asked to complete a questionnaire (MARSI), designed to measure the students’ metacognitive awareness of reading strategy use. Finally, a reflectivity questionnaire was used to measure the participants' reflectivity. The results of the Pearson Correlation analysis indicated that there was a relationship between the participants' reflectivity/impulsivity and their metacognitive awareness of reading strategy use. That is, the reflective participants were more metacognitively aware of their reading strategy use (positive correlation) as compared to the impulsive ones who were metacognitively less aware of their reading strategy use (negative correlation). In particular, it was found that the more reflective male/female learners are, the more they become metacognitivly aware of their reading strategy use.