JOURNAL OF NEW EDUCATIONAL APPROACHES
Year:2017 | Volume:11 | Issue:2 (24) |Papers Count:7

The main goal of this research was comparing the performances of, active and ordinary methods of teaching on students achievement in statistics, which was done based on an experimental classic psychological research approach. This is a semi experimental research. The population includes all undergraduate female students who study educational sciences in Isfahan campus of Payam Noor University on the first semester of 1393-94.30 students from this population were selected and split randomly in two groups, each with 15 subjects. The control group were thought ordinary, while the experimental group has taught the active method. The students’ scores are gathered through the pre-test and post-test. The data was analyzed by using Anova: Results showed that there is a significant difference between the mean of two teaching methods. That is, the active method did better on the students’ achievements in statistics. This means that the active method improves the achievement. Based on the above results, we suggest using the active method in teaching statistics to undergraduate students of educational sciences. This will increase their achievements and hence learning Statistics. So, using the active method is recommended to the instructors who teach descriptive and inferential statistics for such students.

The aim of this research was to construct, measure the validity and factor structure a questionnaire for assessment of Research needs of Mashhad city high schools teachers. In this study a descriptive design of type of test development was used. The researcher obtained the data for the study from a sample of the 235 Male and female teachers in secondary schools in Mashhad city. Through using self-determination theory, a 45-item questionnaire were developed and Teachers responded to the questionnaire. The Collected data was analyzed by the exploratory factor analysis, the method of principal components and varimax rotation, internal equivalence validity and Cronbach's alpha and also, descriptive measures of mean, standard deviation scores were used. Also t scores and percent ranks for each one of independence subscale, relevance and competency were reported. Analysis of Principal Component showed that, questionnaire of Research needs was formed of three factors i.e.: autonomy, competence and communication and in total, these factors Can explain, 44.01% of the variance in instrument. Also the covariance between all factors were positive and significant which shows the internal equivalence validity. The Cronbach's alpha each of the subscales of competence, communication, and autonomy in the research sample respectively were estimated: 0.93, 0.89 and 0.77. Findings from ANOVA in assessing condition of needs in research samples show that the teachers in dimension of competency have the highest need for research with score of 1.97 and in dimension of relation have the lowest amount of need with score of 0.70 points. This indicates that, Cronbach's alpha of total instrument and each of it subscales are in the average values and in acceptable level. Also, the examination of the situation of needs in the research sample showed that, Teachers have stated a most feeling of need to research in competence dimension and a lowest feeling of need to research in communication dimension. According to the findings of the study, we can say that, questionnaire of research needs is a valid and reliable instrument in field of Identify of research needs and the use of this instrument can help to career development of teachers.

The purpose of this paper was to investigate the effects of ethical leadership on development of learning organization in all high schools in Shirvan town. The research method was descriptive-functional. The sample was selected from among 175 teachers of high schools as simple random sampling. In other to data collection, two separate questionnaires have been used, i.e., ethical leadership by De Hoogh & Den Hartog and Learning Organization by Marsick & Watkins. To examine reliability of measure, Cronbach alpha coefficient (ethical leadership a=0.91, learning organization dimensions a=0.85) and also to determine validity, confirmatory factor analysis were used. The obtained data were analyzed using multiple linear regression. The results indicated that ethical leadership and its dimensions had a direct effect on learning organization. In addition, the results showed the dimensions of moral leadership, power-sharing and role clarification have a significant effect to the prediction of learning organization (P£0.05).

The present study aimed to compare the motivational beliefs, metacognitive skills and self-regulation learning between gifted and ordinary female students in third grade of the middle school in the city of Isfahan. Research method is causal-comparative. The population of the study was included all gifted and ordinary female students in third grade of Farzanegan Amin middle school in the city of Isfahan. The sample was included 60 gifted students who were randomly selected from a special school for gifted children and 60 ordinary students who were selected using multi-stage sampling from normal schools. Research’s instruments were the Demographic and the Motivational Strategies for Learning Questionnaire (MSLQ). Data were analyzed by ANOVA. The results showed that there is a significant difference between the two groups in terms of motivational beliefs (p<0.01), metacognitive skills level (p<%1) and the self-regulation learning (p<0.05). This means that the ordinary students achieved a higher average in motivational beliefs, metacognition skills as well as self-regulation learning than gifted students.

This study aimed to investigate the effect of self-regulated learning strategies (cognitive and Meta cognitive) on goal orientation and its components in the students female students on second grade of high school. Method of the study is half trial pre-exam after the test with the control group. The population included all female students in the second grade of high school in the city of khorramabad in the academic year 1394 - 95. Sample size of 56 students (28 experiment group and 28 control group) using multi-stage random cluster were selected. The experimental group received 8 sessions for a group of 90 minutes, was selfregulated learning strategies (cognitive and meta cognitive). The scale of Boufard goal orientation (1998) was used. Raw data analysis using descriptive and inferential statistics, including analysis of covariance was performed. Results showed that the self-regulated learning strategies will aim to increase students' goal orientation test group compared to the control group (p<0.001). While, the results were maintained at follow-up. It was clear that self-regulated learning strategies for teaching and learning and training strategies to increase affect students' goal orientation. Accordingly, it is recommended to teachers during training, to teach these strategies to engage learners, especially students who are weak in learning.

A This study aimed to determine the factors influencing resilience at individual, family and school level and surveyed on 250 female (n=192) and male students (n=58) of less developed regions in the Mobarekeh. Hierarchical liner regression (HLM) showed that individual (self-esteem and academic motivation) and the family-level variables (family social capital) have significant relationship with academic resilience and despite the school level variables associated with resilience in the second model, with the entrance of other variables in the final model, the relationship becomes insignificant. Finally, some suggestions provided for improving resilience in these areas.

The purpose of this study was to develop a structural equation model of the role of academic stressors on resiliency, motivation and academic burnout among female participants of entrance exam of University in Isfahan. The population was female participants of entrance exam. Two hundred pre-university females were selected by random multistage method as samples of this study. The questionnaires: The Classroom and School Community (Rovai, 2002), Sarason Test Anxiety (1980), Frost Multidimensional Perfectionism (1990), Ego-Resiliency (Klohnen, 1996), Academic Motivation (Vallerand, 1992), Academic Burnout (Breso, 2007) were used. Confirmatory Factor Analysis (CFA) was used for studying structural equation and AMOS-1 was used for evaluating suggested model. According to proper fitting of final model, this model was verified and accepted. The results of research showed that the academic stressors were effective on academic burnout variables, academic motivation and resiliency variable. Also resiliency, as a mediator variable of academic stressors, led to educational inefficiency. The increase of academic stressors decreased academic motivation, especially internal motivation and resiliency, as a result the educational inefficiency increased. These pressures predicted academic burnout.