A. Neissi; B. Najarian; M. Sheikhiani
Abstract
The present research was designed to compare the effects of cooperative learning and traditional instruction on students’ academic performance, retention, achievement motivation and self- concept. An experimental field research method was employed. The target population of the study comprised Bushehr ...
Read More
The present research was designed to compare the effects of cooperative learning and traditional instruction on students’ academic performance, retention, achievement motivation and self- concept. An experimental field research method was employed. The target population of the study comprised Bushehr City high school students, and the sample consisted of 77 subjects randomly selected from the aforementioned population. Subjects were randomly divided into two groups: the cooperative and traditional learning groups. The instruments used in this study were: 1) A purpose -designed scale made for the measurement of learning and retention of both groups on Islamic Insight Book, 2) Giselle Achievement Motivation Scale for the measurement of achievement motivation, and 3) Rogers’ Self-Concept Scale for the measurement of students’ self-concept. Results showed significant differences between the two groups. More specifically, the Cooperative Learning Group performed significantly better than the Traditional Leaning Group in all indices (e.g., academic performance, retention, achievement motivation, and self-concept).
B. Najarian; V.A. Attari; Y. Zargar
Volume 6, Issue 2 , February 1999, , Pages 43-58
Abstract
This study was launched to construct a scale for the measurement of perfecticinism. Using factor analyis, a scale entitled Ahvaz Perfectionism Scale (APS) was constructed, and its test-retest and internal consistency reliability coefficients were found to be statistically significant: Coopersmith Self-Esteem ...
Read More
This study was launched to construct a scale for the measurement of perfecticinism. Using factor analyis, a scale entitled Ahvaz Perfectionism Scale (APS) was constructed, and its test-retest and internal consistency reliability coefficients were found to be statistically significant: Coopersmith Self-Esteem Scale, Type A Questionnaire (TAQ; a scale tapping type A behavioral pattern) and physical complaints subscale of SCL9O-R. The results sho that female subjects score significantly higher than male subjects on APS. According to the present findings, APS appears to be a reliable and valid instrument which could be widely used in the future psychological studies and research projects.
B. NajariaPh
Abstract
This research project examined the relationship between vocational interests, values and attitude regarding educational performance in teachers of high schools and preuniversity schools of theoretical branches in city of Dezful. In the this study vocational interests, values and attitude were considered ...
Read More
This research project examined the relationship between vocational interests, values and attitude regarding educational performance in teachers of high schools and preuniversity schools of theoretical branches in city of Dezful. In the this study vocational interests, values and attitude were considered as predictive variables. While educational performance served as criterion variable. In this study, 220 teachers of high schools and preuniversity level (100 females and 120 males) were randomly selected. The instruments used in this research consisted of Halland Interest Inventory, Study of Values from Ailport et. al., and Minnesota Teacher Attitude Inventory. The methods of analysis of the data included simple correlation and multiple correlation. The statistical analysis of data resulted in statistically significant correlation between artistic interest and educational performance was positive in female teachers. The correlation between economic value and educational performance in female subjects was negative and statistically significant. The correlation between social value and educational performance was positive in female teachers but negative in male teachers. No statistically significant correlations were found between other vocational interets, values and attitude with educational performance. The result of multiple regression showed that the multiple correlation coefficient between predictive variables and criterion variable were greater than simple correlition between each of predictive variables and criterion variable. In this study the significance level of the statistic tests was P=0.05.
