(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2018 | Volume:11 | Issue:42 |Papers Count:8

The present research has studied the Effect of self-regulation strategies on academic motivation and test anxiety in first high school ninth-grade girls. In this regard, 55 people of ninth-grade female students in Tasuj are placed in two experimental and control groups by simple random sampling method. First, the subjects were tested by academic motivation and test anxiety pre-exam. Then 8 self-regulation strategies sessions for 100-minute were taught to the experimental group. During this period the control group received no intervention. The research instruments, Academic Motivation Inventory (AMS) by Valrandand coworkers (1992) with Cronbach''salpha between 0. 83 and test anxiety questionnaire by Phillips (PAQ) with 0. 82 Cronbach''s alpha was used, which was conducted in two groups pre-test and post-test. Data were analyzed using one-way covariance and by SPSS software. The results showed that there was a significant difference between control and experimental group students in academic motivation subscales (internal, external and amotivation) and test anxiety

This research aimed to investigate the effectiveness of academic buoyancy training on academic success and academic self-efficacy of girl students. The statistical population of present research was including all female first-grade high school students of Mashhad city in the academic years 2015-16. In a semi-experimental design 40 student who was selected by multi-step random sampling method and randomly assigned to two groups (each group 20 person). The experimental group 12 sessions of 70 minute (two sessions in a week) educated by academic buoyancy and the control group received no training. Both groups completed the questionnaires of academic success and academic self-efficacy as a pre-test, post-test and follow-up. Data were analyzed by analysis of variance with repeated measure design and with SPSS-21 software. The findings showed there was a significant difference between experimental and control groups on the variables of academic success and academic self-efficacy of girl students in the post-test and follow-up stages. In the other words, the academic buoyancy training led to increase academic success and academic self-efficacy of girl students in the post-test and follow-up stages (P<0/01).

The aim of this study was to evaluate the effect of computer games on problem-solving ability. To do so, semi-experimental design pretest-posttest control group was used. The statistical society of the study, were all third and fourth grade students in the city of Babol. In order to select the sample, two boy schools were randomly selected and then between students of the two schools, 40 of the third and fourth grade students were randomly divided into four groups of 10-person action computer games, strategic computer games, educational computer games and the control group. The results of Analysis of Covariance showed that although there was no significant difference in pre-test problem-solving ability in four groups, after adjusting for pre-test and post-test there were significant differences between the four groups (P

This paper tends to study the effect of teaching meta-cognition package (critical thinking, problem solving and meta-cognition approaches) on the motivation and the scholastic achievement of male students of first grade high school in Korram Abad. This study was quasi-experimental and was done with the pretest-posttest design with the control group. The statistical population includes all the male students of first grade high school in Korram Abad in 2014-2015 school year out of which two classes were selected through multi-stage cluster random sampling as experimental and control groups. This study used Harter's classroom affect and motivational scale (1981). Moreover, grade point average was used to evaluate the scholastic achievement of the students. To analyze the data, we used descriptive statistics indexes (mean and standard deviation) and inferential statistics tests (multivariable analyze of covariance). Based on the obtained results, teaching meta-cognition package increases students’ internal motivation and scholastic achievement. Therefore, providing descent conditions and emphasizing on meta-cognition, critical thinking and problem solving can increase the students’ motivation and scholastic achievement

The main purpose of this research was exploring about common pattern of Teaching Best Practices of math teachers. To achieve this model qualitative research method, Grounded Theory approach (GT) was used. Participants in this study was female math teachers in Ahvaz. Teachers who had successful experiences in mathematics teaching and were known as a successful and interested person participated based on purposeful sampling and network approach. Open interviews were used to collect data. The data analyzed in a qualitative content analysis method and with grounded theory method, in which the open coding, selective coding and axial coding was used. After analyzing all interviews paradigm model of teaching best practices extracted. The results showed that factors such as the love of learning, academic proficiency, the ability to communicate effectively with students are factors that shaped teaching best practices. Most important strategies that teachers used were work group, class leadership, argumentation and teaching out of usual class. Laws and regulations, cultural factors, teaching methods, the population of students were introduced as underlying factors for the formation of an excellent experience in mathematics teaching. Finally, this study showed that the consequences of such effective experience will be academic achievement, social and emotional growth and enjoyable process teaching

The aim of the present research was to validate the difficulties in emotion regulation scale in Semnan university students. The research method is descriptive and correlational. Participants were 439 students of Semnan University who were recruited by stratified sampling method. All of them completed the difficulties in emotion regulation scale, Dimensions of anger reactions scale and Spiritual Intelligence scale. confirmatory analysis and Cronbach's alpha coefficient were used for data analysis. The results of the factor analysis indicated that the scale was saturated with the six factors of awareness, impulse control difficulty, clarity, non-acceptance, goal-directed behaviors, and limited access to strategies. The reliability of the scales was acceptance. Also, validity evidences indicated that there was a meaningful relation between the awareness scale, the impulse control difficulties scale, non-acceptance scale, clarity scale, limited access to strategies scale, goal-directed behaviors scale, and impulse control difficulties. There was a relationship between the impulse control difficulties, limited access to strategies, and goal-directed behaviors and range of anger-eliciting situations. Limited access to strategies had the highest correlation with hostile outlook; goal-directed behaviors had the highest correlation with internal anger; awareness had the highest correlation with external anger negatively; impulse control difficulties had the highest correlation with perception of being negatively; and goal-directed behaviors has the highest correlation with spiritual life negatively. Finally, with regard to reliability, validity, administering easy, scoring, and practicality, the difficulties in emotion regulation scale in the students can be used as a valid tool.

This study examined the effectiveness of cognitive and metacognitive strategies on creative self and passion academic secondary school was the second city of Ilam. Methods The study was a pretest-posttest control group. In order to measure creative and enthusiastic academic self-efficacy questionnaire creative Bygytv (2006) and academic enthusiasm Shuffle (2002) was used. To analyze the data, indices descriptive statistics (mean and standard deviation) and inferential statistics (analysis of covariance, multivariate and univariate ANCOVA) was used. The results showed that cognitive and metacognitive strategies to increase self-efficacy training creative and enthusiastic school children in the experimental group compared to the control group. The observations also confirmed the effectiveness of cognitive and metacognitive strategies to increase efficacy study in creative and enthusiastic students

This research was carried out with the aim of investigating the effective factors on the quality of education and teaching at Ardebil University of Medical Sciences in mixed method. Factors influencing on teaching quality were identified and classified from the perspective of professors and students of the university's leading universities. In a small section, 354 people were selected through a researcher-made questionnaire that were selected by simple random sampling method. Then, the data were analyzed using SPSS22 software. The findings of the qualitative research section showed that seven factors have the highest role in the teaching quality. Also, in a quantitative study, the findings showed that from the perspective of the faculty members of the internal structural factors, Individual and professional faculty members and outsourcing factors were ranked first to third, and from the viewpoint of academic students, the individual and professional characteristics of faculty members were ranked first, environmental factors-organizational and outsourcing in the second and third ranks. As a result, it should be said that in the quality of teaching, many factors have been involved, among which the most influences are the individual and professional characteristics of faculty members and the internal structural factors of the university, which require special attention