(JOURNAL OF INSTRUCTION AND EVALUATION) JOURNAL OF EDUCATIONAL SCIENCES
Year:2019 | Volume:12 | Issue:45 |Papers Count:8

The aim of this study was to determine the Effectiveness of Cognitive – metacognitive strategies training the difference of academic resiliency and referential thinking in high school female students in the second Khorramabad. This quasi-experimental study in which the pretest-posttest control group was used. The sample consisted of 40 subjects among female high school students of Khorramabad were selected and randomly assigned to experimental groups (Cognitive – metacognitive strategies training) and control group were assigned. Intervention in the experimental group for 8 sessions of 2 hours of teaching cognitive strategies-were metacognitive. During this period, the control group received no intervention. To collect the data from the questionnaire referred thinking Aryng (2010) and resiliency academic Samuel (2003) in the pre-test and post-test for both test and control groups were used. Data were analyzed using analysis of covariance. Data analysis software program (SPSS. 21) was performed. Covariance analysis showed significant differences between the two groups. Results showed that Cognitive – metacognitive strategies training in increasing the level of referential thinking and academic Resiliency is effective

The aim of this study was to determine the effect of teaching Montessori Method on self – concept and motivation of elementary first-grade students in Tabriz. Information was collected on the basis of semi-experimental pretest-posttest research with control group. The population consists of all elementary first grade male students of Tabriz which were 665 schools in 2015-2016 school years. The sample includes 40 primary school pupils (20 in the experimental group and students 20 in the control group) who were selected by multistage cluster random sampling. To collect data, self-motivation Liu, Wang and Parkyn’ s questionnaire was used to assess self-concept and motivation for preschool and elementary school age groups. The Montessori method teaching sessions (40 sessions) were conducted on the experimental group and the control group was exposed to traditional and traditional education. After holding Montessori classes sessions and analyzing data with Covariance method, results showed that teaching Montessori Method has been effective on self-concept and motivation of elementary school students. And this method has been able to boost self-image and increase motivation in male students.

The main purpose of the present study was to investigate psychometric properties of the Questionnaire of Teacher Interaction (QTI, Lourdusamy & Khine, 2001) among Iranian teachers. In this correlation study, 200 teachers (100 males, 100 female) completed the Questionnaire of Teacher Interaction (QTI). The confirmatory factor analysis method and internal consistency were used to compute the QTI's factorial validity and reliability, respectively. The results of confirmatory factor analysis, based AMOS software, indicated that multidimensional structure of the QTI consisted leadership, helpful/friendly behavior, understanding, student responsibility and freedom, uncertain, dissatisfied, admonishing and strict behavior had acceptable fit to data in the Iranian teacher’ s sample. Internal consistencies for the scales of Questionnaire of Teacher Interaction ranged from 0/55 to 0/70. In sum, these findings provide evidence for the validity and reliability of the QTI as an instrument to measure model of interpersonal relation behavior among Iranian teachers.

Increase of runaway incidence among girls needs to scientific investigation with regards to an interventional approach for etiology and treatment of this phenomenon in the country. This study is purposed to examine the efficacy of psychosocial skills training on improvement of social intimacy and decline of loneliness among refereed runaway girls to guidance centers of welfare organization in Isfahan province. This is a quasi-experimental design with two experimental and control groups and pre and post test assessment. Sample included 40 runway girls with a purposive sampling method which recruited in experimental and control groups randomly. The Psychological Rehabilitation Training Package, the Social Intimacy Inventory (SSI; Aghamohammadi, et al., 2011) and the Loneliness Questionnaire (UCLQ; Russell, Peplau & Ferguson, 1978) were used in the present study. The results of covariate analysis showed that training of psychosocial skills significantly improved social intimacy and decline of loneliness among of runaway girls during pre test of in comparison to their performance on post test. Findings showed that psychosocial skills training with seven dimensions during thirteen sessions have significant effect on improvement of social intimacy and decline of loneliness among runaway girls in the experimental group. Teaching of psycho-social training special for runaway girls can improve social intimacy and decrease loneliness in them (p<0/001).

The aim of the present study is to provide a pattern of religious training curriculum the aim of this paper is study of attributes curriculum based on the Social-Emotional learning from the perspective of female teachers in region one in Kerman city. This study is an applied research which has been performed with descriptive-survey method. The statistical population of this study included female teachers of religion in high schools during 95-96 in Kerman (188 persons). The study samples equal to 126 persons. Schools were selected by random single-stage cluster sampling. Research tools included curriculum researcher-made questionnaire based on Social-Emotional learning that is acceptable reliability of 0. 94. Validity of the instrument confirmed through experts’ point of views. Research data analysis in descriptive statistic and inferential statistic level was done by using SPSS23 software and structural equation modeling method was administered by using AMOS23 software. The results of this study indicate that the strength of relation between factor (religious curriculum based on Social-Emotional intelligence) and perceptible variable (goals, contents, teaching-learning activities and assessment) are optimum. There fore it can be said that these four components were well capable of measuring hidden variable. Among these four components, teaching-learning activities with the highest process coefficient of 0. 95 and goals with lowest process coefficient of 0. 51 and among four sun-components are model explaining.

Despite evaluation is important to create feedback and improve the learning process, but yet e-learning system are unable to create a coherent framework to ensure that learner access to curriculum objectives and applied them. The purpose of this study was to compilation the educational standards and their indicators based on the Bloom-Anderson’ s taxonomy. Qualitative research approach is used and based this approach, the phenomenological design strategy has been used. The population included 12 people of subject matter and faculty member in academic e-learning centers which were selected through purposeful sampling. Qualitative data generated from interviews were coded and analysis by Creswell Quality Coding Pattern and Maxquda software. The results of the study led to the development of 4 educational standards and 30 indicators based on the Bloom-Anderson’ s taxonomy to design a comprehensive evaluation in the field of e-learning. According to the results of this study, educational technologists can evaluate or design more effective E-learning environments.

The study aims to examine the impact of social-emotional skills training on the components of educational performance (self-efficacy, planning, emotional effects, lack of outcome control and motivation). The research method was the experimental design and the research design was pre and post-test with control group. The study population consisted of all female students of the eighth-grade school of district 1 of Tehran who studied in the 1396-97, and they selected by cluster sampling and replaced by random sampling in the experiment and control groups. In the pre-posttest participants, using the Teenage Inventory of Social Skills (TISS) and the Educational performance Pham-Taylor Questionnaire (EPT) was evaluated. The experimental group was taught in 11 sessions of social-emotional skills in the YCDI method. Whereas, the control group did not receive any training. The results of the study using the covariance analysis showed that educational intervention affects all components of academic performance (self-efficacy, planning, emotional effects, lack of outcome control and motivation). Among the components of academic performance, education of social-emotional skills training on motivation component has the greatest effect and emotional effects and the lack of impact control has the least effect. It is recommended that teachers provide students with cognitive skills to train emotional and social skills

Decimal numbers are one of the most important and useful topics in mathematical education. However, students have trouble with decimal numbers. One way to investigate the reason of difficulty in working decimals for the students is through error analysis. Diagnosis of errors in procedural skills is difficult because of their unstable nature. This study investigates the diagnosis of procedural errors in students’ decimals addition and subtraction performance, by proposing and evaluating a probability-based approach using Bayesian networks. This approach assumes a causal network relating hypothesized decimals addition and subtraction errors to the observed test items. This study is practical and quantitative. The population of this study included all the sixth-grade students of Birjand city in academic year 2017 – 2018. A sample consisted of 407 students was selected through multi-stage sampling method. Network performance was evaluated by two types of testing situations: using binary data (scored as correct or incorrect) and diagnostic use of wrong answers by a multi-choice test. Results showed Bayesian network with binary data had poor performance in errors diagnosis but diagnostic use of students’ wrong answers improved network performance. The Kappa agreement rate for the Bayesian network with wrong answers reached above 90%. Our results suggest that reliable diagnosis of errors can be achieved by using a Bayesian network framework with students’ wrong answers.