Research in School and Virtual Learnin
Year:2019 | Volume:7 | Issue:1 (25) |Papers Count:7

The purpose of this study was to investigate the effectiveness of e-learning in comparison to face-to-face education in in different educational systems of Iran. The method of this research is meta-analysis and the statistical population includes articles with a scientific-research rank published in the national databases. In order to collect information, after a systematic review of the studies conducted on the basis of the criteria for entry, 45 studies were selected and the data were collected in a meta-analysis checklist. In order to analyze the data, sensitivity analysis, funnel, fixed and random models and heterogeneity analysis were used using CMA2 software. The results of data analysis showed that e-learning has a higher effectiveness than face-to-face training, so that after the removal of outlier data, and the combined effect size of 45 studies is equal to 0. 483 According to Cohen's criterion, this amount represents an average effect size. Also, the results showed that in researches that the subjects of the research were students, the dependent variable was of skill type, and sampling method was randomized, the effectiveness of elearning was greater. Based on the findings of this study, it can be concluded that e-learning can be a suitable alternative for face-to-face education.

The purpose of this study was to determine the effectiveness of education with cognitive constructivist approach on learning, retention of sixth grade elementary students in mathematics lesson of district 5 of Tehran. This is a quasiexperimental research (pre-test and post-test). The statistical population of this study consisted of all sixth grade female students in district 5 of Tehran city. Sixty students were selected using Cohen's table and were randomly divided into control and experimental groups. They were selected using available sampling method. The learning test and retention test were used for data collection. The face and content validity of the test were confirmed by five education specialists. Cronbach's alpha reliability was calculated 0. 87. Cognitive constructivist training was conducted in 6 sessions including 5 steps (1) engaging 2-exploring 3-explaining 4-explaining and expanding 5 – evaluating. Each session was conducted in one hour. Descriptive statistics (mean, frequency, median, etc. ) and inferential statistics (intergroup covariance analysis) were used for data analysis. The results showed that education with cognitive constructivist approach is effective on learning and retention of sixth grade students.

The main purpose of the present study was to investigate factorial validity of the Emotional Skills and Competence Questionnaire (ESCQ, Faria et al. 2006) among Iranian university students. 300 university students (150 male and 150 female) completed the Emotional Skills and Competence Questionnaire. The confirmatory factor analysis method and Cronbach's alpha Coefficient were used to compute the ESCQ's factorial validity and internal consistency, respectively. The results of confirmatory factor analysis based on AMOS software showed that 3-factor structure of the Emotional Skills and Competence Questionnaire consisted on perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) had good fit with data. The internal consistency for the perceiving and understanding emotion (PU), expressing and labelling emotion (EL), and managing and regulating emotion (MR) was 0/88, 0/82 and 0/79 respectively. In sum, these findings confirm the validity and reliability of the ESCQ as an instrument for measuring the “ trait emotional intelligence” or “ perceived emotional intelligence” among Iranian university students.

Schools are considered as the most important foundations of education; therefore, all educational policies need to focuse on factors affecting school performance. Accordingly, the purpose of this study was to identify and determine the factors, criteria, and indicators of effective primary schools. To achieve the study objectives, a systematic and comprehensive review was conducted on the research literature. In this way; the databases of Sage, Emerald, ERIC, Taylor & Francis Online, Science Direct, Civilica, Magiran, Scientific Information Database (SID), and Noor were searched. After excluding articles irrelevant to the purpose of the research, a complete overview was performed on 32 remaining ones. The results of the systematic review led to the extraction of 5 general factors, 15 criteria, and 163 indicators of effective schools. It was concluded that factors related to individual’ s behavior in school (mainly principals and teachers), school-related individual’ s behavior (mostly parents), status of educational materials (e. g. quality of school curriculums), and school culture (e. g. school environment or atmosphere) had been significantly taken into account in these articles.

The purpose of this study was to investigate the role of dimensional time perspective and personality factors on academic procrastination in Yazd University students. The population of this study is all students of Yazd University that 200 students were selected in multistage cluster sampling method; then they responded zimbardo time perspective (ZTPI), short form of personality factors (NEO-FFI) and Solomon & Rothblum academic procrastination questionnaire. In this study, the simultaneous regression were analized by using of some data. Results: there is a significant negative relationships between dimensional purposeful future and academic procrastination, and there is a significant positive relationships between negative past and academic procrastination. It is worth saying that 30 percent of varience towards procrastination has been explained by dimension of time perspective. Also, the results showed: there is a significant relationship between personality factors and academic procrastination. So neuroticism and extraversion have a positive relationship and responsility has a negative relationship on academic procrastination. also, 46 percent of academic procrastination varience has been explained by personality factors. According to the findings of this study, by educational intervention to enhance the balance of time perspective, control the personality factors in learners, we can decrease their notable amount of academic procrastination.

The purpose of this study was to determine the psychometric properties of lifelong learning scale (lls) among Semnan University students. the selected sample in this correlation study included 417 students (183 male & 243 female) who were randomly selected using stratified method and completed study scales. Exploratory factor analysis with Principal Component Analysis method was conducted to determine the construct validity. The principle component analysis revealed that the lls consist of two factors: “ self-direction and self-evaluation” and “ application of knowledge and skills” . Also, data analysis showed that internal consistency of self-direction and self-evaluation factor was 0/47 and application of knowledge and skills factor was 0/63. The test-retest reliability was 0/81 and 0/70, respectively. The negative correlation between scores of lifelong learning and academic burnout (r =-0/46; p ≤ 0/01) represents the divergent validity of the questionnaire and positive correlation with deep learning (r = 0/52; p ≤ 0/01) represents the convergent validity. There was significant relationship between lifelong learning and achievement motivation (0/49) and there was positive correlation between lifelong learning and academic achievement (0/16). Therefore lifelong learning questionnaire has suitable construct validity, convergent and divergent validity and test-retest reliability, but due to insufficient internal consistency, this scale needs to be more investigated, and it is recommended that in future studies should be reviewed and the internal consistency of the questionnaire will be improved by increasing the number of questions.

This study aimed at Assessing the Challenges of Islamicization of Educational Systems. The statistical population consisted of all the managers (173 people) and faculty members (2021) of universities in Fars province that was selected by stratified random sampling method. The sample included 118 managers and 325 faculty members using the Cochran formula. In this study, a researcher made questionnaire which was based on the dynamic system model of Islamic University development developed by Torkzadeh andMoeini (2015), was used to collect the data. The validity of this questionnaire was estimated by factor analysis and its reliability was calculated by Cronbach’ s alpha and the results indicated desirable validity and reliability of the questionnaire. In order to analyze the data, one-sample T-Test and Friedman test were utilized. The results showed that based on the means obtained from the managers' point of view, among the challenges of Islamic University development, systemic thinking, strategic attitude, developmental approach, functional dimension and practical orientation, and from the viewpoint of faculty members, systemic thinking, approach Development and functional dimension, diagnosis-orientation, evaluation, learning and strategic leadership were identified as major challenges to the development of the Islamic University. The results also showed that among the dimensions of the challenges of Islamic University development, the highest average is related to the institutional dimension and the lowest is the technical dimension.