Research in School and Virtual Learnin
Year:2014 | Volume:2 | Issue:6 |Papers Count:7

For years, the conventional approach continues to provide the theoretical courses and both teacher and student performance and woozy effect are unsatisfied. Participatory training methods, such as jigsaw technique can be effective in learning quality improvement. Based on this study, the effect of teaching method of puzzle on learning of boys elementary students in sixth grade was done. Quasi - experimental method with pre-test and post - test control group, respectively. The population consisted of all students in the sixth grade boy was 93-92 in Kermanshah. Multi - stage cluster random sampling was conducted and two ckass as research sample of 50 subjects and courses in science, social studies, and writing with heavenly gifts jigsaw technique was taught to the group. Statistical analysis to determine differences between pre - test and post - test scores and calculated the experimental and control groups Mankva test was used. Covariance analysis showed that the effectiveness of teaching methods puzzles on learning elementary sixth grade students is significant. In other words, puzzles, teaching methods has had an effect on student learning.

The main purpose of this research is to study explaining factors of students' tendency to use learning technology by cell phone in environmental education by students of public universities of Tehran. The population of the survey study was the bachelor, M.Sc. and Ph.D. students of public universities in Tehran (N=142800). Using Cochran' 's formula, a statistical sample of 400 students was selected by applying stratified cluster random sampling technique from Tehran, Tarbiat Modares, Shahid Beheshti, Science & Technology, Amirkabir, and Motahari universities. Questionnaire was the main instrument to collect data. The reliability of the questionnaire as assessed by Cronbach's alpha coefficient, was more than 0.70 for different parts of the measure.The results of exploratory factor analysis showed that five factors including perceived ease of use, subjective norms, self-efficacy, attitude, and perceived usefulness explained 43.93 percent of total variance. The results also showed that there were positive and significant relationships between perceived ease of use, subjective norms, self - efficacy, attitude, and perceived usefulness and the students' ' tendency to use cell phone in environmental education.

The purpose of the study was to explain the difference between motivational beliefs of high-school girl and boy students in different family types based on family process and content model. The research method was descriptive.For this reason multistage cluster sampling was selected between second and third of 308 (186 female, 122 male) high-school students in Shiraz in the academic year 91-90. The sample in this study was the selection process so that each of the four main areas of Shiraz, two high school (a girls' ' school, a boys high school) and then randomly selected from each school individually selected and all students in a class, the class selected fields were evaluated. The information was collected from self - report family process scale and self - report family content scale (children form) and motivated strategies for learning questionnaire were used that their validity and reliability has been confirmed. The data were described quantitatively using SPSS software to analyze the data, used from t - test & ANOVA& MANOVA for examining the questions of this research.The findings of the research showed significant differences between students in different family types on self-efficacy and intrinsic. The difference of self-efficacy and intrinsic were between of healthy family and unhealthy family, while there was no significant difference in different family types on test anxiety. The gender difference was not significant in any of the components of motivational beliefs. And is recommended to school psychologists and counselors that this issue should be considered in consultation with the student.

This research aims at studying the roles of cognitive styles, advancement goals, and mathematics self efficiency in the students' ' advancements in mathematics. The participants of the research are 263 first grade high school students in Tabatkan district which were selected using the two stage cluster sampling method. The students received a questionnaire for the two cognitive styles of field dependence and field independence, Midglay et al (1998) questionnaire of goal direction, and the mathematics self efficiency questionnaire. The collected date from these questionnaires were analyzed using Pearson's correlation method, T score and multi level regression formula. The results showed that there is a positive and significant relationship between cognitive styles, advancement goals, mathematics self efficiency and mathematics advancement. Also it was revealed that self efficiency has a higher role in predicting mathematics advancement. The results also suggest that field independent students showed more mathematics self efficiency. Additionally they had high scores in mastering goals. On the other hand field dependent students had high scores in avoidance goal. Moreover the study shows that there is a significant relationship between mastering goals and mathematic self efficiency. Also there is a direct and significant relationship between the rate of self efficiency and the score of orientation goal. There is a significant indirect relationship between the rate of self efficiency and avoidance goal score. Finally the study shows that the students' ' performance in mathematics can be directly predicted through cognitive styles, advancement goals and mathematics self efficiency. However in step by step regression analysis it was revealed that the role of the beliefs of mathematics self efficiency is superior to the roles of the advancement goals and cognitive styles.

The purpose of this study was to investigate The Effect of the learning cycle model based on exploratoy learning method on Grade four Students’ Achievement and Attitudes Towards Science Course. This research was a quasi - experimental study with non - equivalent groups, which includes pre and post - test design with the control group. A total of 34 fourth grade students from two different classes (Experimental N=19 and Control N=15 (was involved in the study of Kermanshah city. they were selected through multi - stage clustered sampling. The group which was assigned as experimental group was instructed through learning cycle model whereas the other group was traditionally instructed. This experimental study lasted seven weeks. To determine the effectiveness of learning cycle model over traditional instruction, an achievement test about sciences which consisted of 20 items was administered as pre-test and post - test to students both in the experimental and control groups. too an attitude scale toward sciences developed by Akpinar et al (2009), was applied. For the statistical analysis, Analysis of Covariance (ANCOVA) was used. The results showed that students who were instructed through learning cycle model were achieved higher score than the ones which were instructed through the traditional method. There was also a The findings in this study showed that students in the experimental group developed more positive attitude towards science after the treatment.

This research aims to determine John Dewey’s aesthetical view for teaching and learning process. In the present research, we have had two questions: 1) What is the view of John Dewey's aesthetics and utilities? 2) What is the relationship of these components to the teaching and learning process? To answer the research questions of many library resources for taking notes and online databases (namaye, Articles External Web TMU, Theses base of TMU - Tehran University - Tabatabai University - ALZAHRA University, magiran, ISC, noormags, CRCIS, SID), information was collected. And then using the method Review - Documents, abbreviated, Dewey's view of art, beauty, aesthetics and teaching and learning are described. After doing this, the implications of Dewey's aesthetic approach to teaching and learning process, we inference. The results of this study suggest that the process of teaching and learning, aesthetic experience and aesthetic needs to be provided: Dewey's vision for the teaching and learning process, aesthetics should apply to the following: The use of scientific bases in the teaching and learning process, having a common teaching method, avoiding contradictory in teaching, linking learning to every day life, using psychological factors such as imagination and emotion in teaching and learning, aesthetic look of the teacher, the use of plaies in the process, being honest and create an artistic discipline.

The present study aimed to identify the affecting factors on Humanities Development Management with Data based theory. Other aim research was test of these factors in current situation in higher education of Iran.Method of research was descriptive - measurement. For this reason, the research was carried out in two qualitative and quantitative sections by a continue Mixed approach. To interview in the qualitative section, 14 clear -sighted from the community were selected using purposive sampling method. The obtained data were coded and analyzed by the data - oriented method. In the quantitative section, 245 faculty members of governmental and payame noor universities in Isfahan were simple randomly selected (Statistical population: 670 people). Measurement instruments were semi-structured deep interviews and a questionnaire researcher made. The reliability and validity of the measurement instrument determined by Cronbach's alpha coefficient (0.87), content -related, construct and concurrent reliability and expert opinion. Encoding method was used for the analysis of the qualitative data. The quantitative data analyzed by descriptive indicators and Multiple Regression Analyze. The general of result in this study showed that the nine major factors and 32 minor factors are effecting to central phenomenon. The major factors are including: Structure and Process, Scientific communication, Rule and Regulation, and etc. The final, the pragmatic model suggested for Humanities Development Management.