RESEARCH IN ELEMENTARY EDUCATION
Year:2021 | Volume:2 | Issue:4|Papers Count:7

Teaching and learning strategies have a strong impact on the motivation, performance and self-efficacy of students. The main objective of this study is to compare the effectiveness the active thinking and traditional teaching methods on the self-efficacy of female students in the sixth-grade elementary school of Chabahr in 2019-2020. The study was semi-experimental, having pre and post-test plans and two experimental and control groups. The population concluded all female sixth-grade students in Chabahar. The sample size consisted of 01 female students selected randomly in two experimental and control groups. The efficacy test was done again and the data was analyzed and compared. The instrument for studying self-efficacy was Morgan-Jink's (1999) questionnaire. . The results showed that the active thinking method raises self-efficacy of students in all aspects.

The aim of this study was to evaluate the effect of strengthening language development skills on improving reading disability of dyslexic students in Kerman. The design of the quasi-experimental study was multi-group pretest-posttest with control group. The statistical population was dyslexic students in Kerman in the academic year 2018-19. These 30 people were randomly selected among participants who attended the counseling center. We placed them in an experimental group and a control group, then educational interventions to strengthen language development for experimental groups was performed in 12 sessions of 45 minutes. Pre and post-tests were performed in both groups. The results showed that language development enhancement methods had an effect on the phonology, decoding, word recognition, improving rhetoric and speech fluency, comprehension, handwriting and spelling, but it does not play a role in producing and reading letters. In general, the results indicate the effectiveness of language enhancement in dyslexic children and they can be used to improve their reading performance.

The purpose of this study is to provide an effective instructional model in experimental sciences based on a supportive approach of teacher-learner for primary school students. hence, to answer the research questions, the combined research method (quantitative and qualitative) was used. The statistical population of this study includes all male and female teachers who are teaching experimental sciences in elementary schools in Mako city. Sampling in this research will be done in two parts: qualitative and quantitative. In the qualitative part, the available method and in the quantitative part, stratified random sampling was used. In collecting data, three instruments of filing and library studies, interviewing teachers and completing a questionnaire were used. Elementary school teachers' experiences on effective teaching of experimental sciences with a teacherlearner supportive approach including setting the main objectives, motivation, learning situation, student evaluation, student persuasion, practical teaching, use of instructional videos, teaching concepts, use of practical teaching, Using educational videos, relating the taught concepts and materials to everyday life, using active methods, student participation, designing the time and space of education, knowing the world around us through science, using student-centered methods, a brief explanation of the lesson by the teacher and using the educational videos. The model consists of contextual and causal conditions, the effective teaching category, practical teaching and methods: evaluation and intervention conditions.

The aim of this study was to evaluate the effectiveness of group self-control training on self-regulatory learning skills and resilience in sixth-grade elementary school students. The research method was quasi-experimental with pre-test-post-test design with a control group. The statistical population included all female students in the sixth-grade of primary schools in Zabol in the academic year 2019-2020. Sixth-grade students in one of the girls' primary schools were considered as the experimental group (30subjects) and students from another school in the sixth grade were considered as the control group (29 subjects). We used resilience questionnaires of Davidson and Connor (2003) and self regulatory learning questionnaires of Miller and Brown (1999) to collect data. Finally, the data were analyzed using mean, standard deviation, univariate, multivariate analysis of covariance and SPSS software. There was a significant difference between the experimental and control groups in self-regulatory components (p <0. 05). Moreover, there was a significant difference in resilience between the experimental and control groups (p <0. 001). According to the findings, group self-control training can increase the self-regulatory skills of elementary school students and bring their resilience to a desirable level.

It is classified into communicative and creative types. In communicative or expressing writing, the message is expressed in a clear and simple language without any verbal complexities while creative writing is rich of feeling and affection. Therefore, the most important format of creative writing is found in poetry, fiction, and literature texts. Writing creative instruction begins from grade four and continues up to grade 12. The main purposes of this library research that is done in a descriptive-analytical method are to investigate the creative writing in books of four, five and six. For this purpose, first the components of creative writing including literary formats (story and literary piece), imagination in writing, figures of speech‚ pointing to the importance of feeling and emotion were extracted from all lessons and exercises of these books and then they were reviewed to be clarified the creative writing component(s) that the authors have been more noticed. The results showed that imaginative topics and story rewriting are the most important noticed components of writing. Moreover, the instruction of figures of speech especially similes and personification begins from grade six that seems their characteristics to be postponed to grade six.

The general purpose of this study is to determine the effectiveness of self-regulatory learning (cognitive and metacognitive) on self-efficacy (cognitive, emotional, motivational and selective) and happiness of fourth-grade elementary students of Shahrekord tribes in science in the academic year 2019-2020. Self-regulatory learning as an independent variable, self-efficacy and happiness test as matching variables and selfefficacy and happiness post-test as dependent variables by one-way multivariate analysis of covariance were compared in the control and experimental groups. The main tools of this research are Bandura self-efficacy questionnaires and Ryan and Frederick's mental happiness questionnaire and self-regulated learning strategies training package. According to the research findings, both cognitive and metacognitive components of the self-regulated learning protocol have been effective in improving the cognitive and selective dimensions of self-efficacy, but they have not affected the emotional and motivational dimensions of self-efficacy. Besides, it was found that cognitive and metacognitive components of self-regulated learning affect students' happiness.

The present study aims to examine the feasibility implementation of work and technology curriculum based on teachers' point of view in schools of Urmia. The statistical population of the present study was all the elementary teachers of Urmia including 880 subjects. The sample population included 267 subjects selected by using the Krejcie-Morgan table. The instrument is a researcher-made questionnaire in which the components of teaching goals, content, methods, evaluation strategies, educational facilities and equipment and time were considered. The findings indicate that the teachers are familiar with goals, content, teaching methods and evaluation strategies, but facilities and allocated time are not enough. So it is recommended to allocate more facilities, space and time to this course.