tohid ashrafzade; JAVAD mesrabadi; behboud yarigholi; siavash sheikhalizade
Abstract
IntroductionAcademic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization ...
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IntroductionAcademic performance includes the acquisition of a set of skills and abilities. Academic performance is a complex phenomenon influenced by the interaction of various factors. Cooperative learning is one of these factors. Cooperative learning is considered as some method related to the organization of classroom instruction to achieve common learning goals via cooperation. Over the few last decades, many researchers have examined the effect of cooperative learning on academic performance, which yielded different results. This study aimed to analyze and combine the results of the performed studies in this field in order to reach a general conclusion, resolve the existing contradictions, and discover possible moderators. MethodThe present study was conducted by meta-analysis method. The statistical population was all research published in a scientifically valid journal in the country that was available in computer databases (Irandoc, SID, Magiran, Noormags) and was available in related studies between 1997-2022. Using the purposive sampling method and extensive search based on the specified keywords (Teaching methods, Cooperative learning, Academic performance, Academic progress) and applying entry and exit criteria, 200 studies were selected as a sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. ResultsFrom selected studies as a sample, in total, 258 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 241 effect sizes. The value of the “fail-safe N” statistic was obtained at 12040, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size was calculated at 0.893 in the fixed model and 1.133 in the random model. Both models were statistically significant (p<0.001). As the effect sizes were heterogeneous, gender, type of sample, type of cooperative learning, type of course, and year of research were examined as the moderator variables. The results indicated that the effect size of cooperative learning on academic performance is in males more than females, in elementary students more than others, in student teams achievement division (STAD) instruction more than other types, and in social science courses more than other courses. The results of the research showed that the year of studies has a very small contribution to explaining the heterogeneity. DiscussionThe results of the study showed that cooperative learning had a significant effect on academic performance. It has been assumed that cooperative learning is one of the most important factors or predictors for learners to achieve learning success.
abolfazl farid; tohid ashrafzade
Abstract
Academic performance is a complex phenomenon that is influenced by the interaction of various factors that one of this factors is self-efficacy. Self-efficacy may be defined as an individual’s belief in his or her ability to succeed in a specific situation or accomplish a specific task. Over the ...
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Academic performance is a complex phenomenon that is influenced by the interaction of various factors that one of this factors is self-efficacy. Self-efficacy may be defined as an individual’s belief in his or her ability to succeed in a specific situation or accomplish a specific task. Over the past two decades, many researchers have examined the relationship between self-efficacy and academic performance, which yielded different results. According to this, the purpose of the present study was to analyze and combine the results of the researches in this field and reach a general conclusion and resolve the existing contradictions and discover possible moderators. Method:According to the purpose of this study, the present study was conducted by meta-analysis method. The statistical population of the present study was all research published in scientific valid journal which was available in computer databases and examined the relationship between self-efficacy and academic performance. The extracted data were analyzed with CMA software. Results:From selected studies as sample, in total, 146 effect sizes were extracted which 9 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 137 effect sizes. The value of “fail-safe N” statistic was obtained 4848, which indicated that after entering this number of non-significant studies, the combined effect size will be non-significant. The amount of combined effect size calculated 0.384 in fixed model and 0.390 in random model that both of them were statistically significant (p < 0.001) which indicated that the positive and significant relationship between self-efficacy and academic performance. The results indicated that the effect size of relationship between self-efficacy and academic performance in researches that used of female sample is more than to the other researches. Also the results indicated that in researches the subjects of the research were university students the effect size of relationship between this two variable is more than to the other researches. The results indicated that the relationship between self-efficacy and academic performance in type of math self-efficacy is more than to the other types of self-efficacy. Discussion:The results of the study showed that self-efficacy had a significant effect on the academic performance and based on cohen's criterion, the effect size of this relationship was found to be moderate (ES=0/390).it has been assumed that self-efficacy is one of the most important factors or predictors for learners to achieve learning success. .
K Barzegar Bafrooee
Volume 21, Issue 1 , May 2014, , Pages 135-150
Abstract
The purpose of this research was the comparison between epistemological beliefs of the students in the first high school to pre-university, and also to consider the relationship of these beliefs with their academic performance. For gathering the data in the field of four general beliefs of the ...
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The purpose of this research was the comparison between epistemological beliefs of the students in the first high school to pre-university, and also to consider the relationship of these beliefs with their academic performance. For gathering the data in the field of four general beliefs of the students such as the nature of the knowledge and learning in one time I used the survey method with the sectional method. All the girls and the boys of Yazd schools in 89-90 were statistical population. Sample size of this study is 690 people. I used Schommer's questionnaire who reviewed by Edward Bayless for gathering the data. Using the T and F test, the results of data analysis demonstrated that between the belief of the first, second, third and pre-university students about the simple Knowledge, certain knowledge, quick learning and certain ability was significantly different. It demonstrated the significant difference between epistemological beliefs of the girl and the boy students, too. While epistemological beliefs of the students on academic field and the type of the school didn't demonstrate significant difference. The results of the analysis of the multiple regression demonstrated that the most important predictor factor of the academic performance of high school students is simple knowledge. Based on the findings, since the epistemological beliefs are associated with academic performance of students I recommended the teachers to promote these beliefs.
N Behrouzi; M Shogabi; M Mehrabizadeh honarmand; GH Maktabi
Volume 20, Issue 1 , May 2013, , Pages 155-170
Abstract
The present study attented to examine the relationship of self directed learning with life satisfaction and academic performance of female students. The population of this study included all of the female student of high school in Bushehr. The sample used in this study consisted of 246 female students ...
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The present study attented to examine the relationship of self directed learning with life satisfaction and academic performance of female students. The population of this study included all of the female student of high school in Bushehr. The sample used in this study consisted of 246 female students who were selected randomly by multistage sampling method. The scales used this study were Self Directed Learning Scale and Multidimensional Students Life Satisfaction Scale. The average of student was used as index of academic performance for analyzing the data simple correlation and multiple regression were used. For analyze the data, both descriminant analysis and descriptive statistics were used. The results of this study showed that the correlation of self directed learning and its dimension with life satisfaction, and academic performance were significantly positive. In addition, the results of regression indicated that self management was best predictor of life satisfaction, and desire for learning was best predictor of academic performance in students. the results of regression indicated that dimension of self directed learning were best predictor of life satisfaction and academic performance. These findings were discussed in the light of related theories and past research results. Some educational implications were offered.
Volume 19, Issue 1 , September 2012, , Pages 171-192
Abstract
This research was conducted with the aim of studying the creativity and academic performance among high school students with regard to rate of their dependency on computer games. The statistical population included all of girl students of high schools in Ahvaz City in the academic year 2010 - 2011. The ...
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This research was conducted with the aim of studying the creativity and academic performance among high school students with regard to rate of their dependency on computer games. The statistical population included all of girl students of high schools in Ahvaz City in the academic year 2010 - 2011. The sample size was 233 subjects. The sampling procedure for this research was multistage cluster sampling. The instruments used consisted of a researcher-made questionnaire involving demographic characteristics and students approach toward computer games and the Creativity Questionnaire by Abedi. The data collected were analyzed using both descriptive and inferential statistical procedures involving (Mean, Standard Deviation, one-way ANOVA, post hoc of Tukey test). The results showed that there was a significant difference between students' creativity and academic performance in terms of experience and amount of time used at computer games.
M. Bahramian; Y. Mehralizadeh; H. Sepasi
Volume 17, Issue 2 , August 2010, , Pages 127-148
Abstract
This research which is an exercise in the field of descriptive evaluation aimed at composing the academic achievement and test anxiety of third grade students of Ahvaz elementary schools in academic year of 1386/1387 ...
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This research which is an exercise in the field of descriptive evaluation aimed at composing the academic achievement and test anxiety of third grade students of Ahvaz elementary schools in academic year of 1386/1387 (2007/2008) the statistical universe of the study consisted of 3rd grade students enrolled in the primary schools of three educational districts of Ahvaz. (districts 1, 2, 4). Sampling method used was multi-stage random sampling and, on the whole, 150 students participated in this study. To collect data Ahvaz anxiety questionnaire and achievement tests in math and science were used. Data analysis showed that there was a significant difference between the performance in mathematics of 3rd grade students on account of the type of evaluated by use of descriptive method had a better performance. However, this was not the case regarding the science performance of the students, indicating that description evaluation had no effect on the student's performance in science. Results also showed that student's test anxiety proved to be significantly different under the two regimes of evaluation tended to reduce test anxiety of students participating in this study.
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 ...
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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).
A.R. Haji-yakhchali; J. Haghighi; H. Shokrkon
Abstract
The purpose of this research was to investigate the simple and multiple relationships of important antecedents of mastery goal orientation and its relationship with academic performance of first grade boy students at Ahvaz high schools. In this study, positive self- esteem, social responsibility goal, ...
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The purpose of this research was to investigate the simple and multiple relationships of important antecedents of mastery goal orientation and its relationship with academic performance of first grade boy students at Ahvaz high schools. In this study, positive self- esteem, social responsibility goal, school belonging, positive attitudes toward education, perceptions of teacher’s and parent’s mastery goals were considered as antecedental variables and mastery goal orientations as the criterion variable. Also, mastery goal orientation is considered as the independent variable and academic performance as the dependent variable. The research sample consisted of 360 first grade boy students studying at Altvaz high schools in the academic year of 2000-2001. The sample was selected by a random multistage sampling method. The measurement of variables was done by some of the scales of the patterns of adaptive learning scales, and some other scales. The results of this research indicate that there are significant positive relationships between all antecedent variables and mastery goal orientation. There was also a multiple correlation between all antecedent variables and mastery goal orientation. Also, mastery goal orientation had a significant positive relationship with academic performance.
J. Haghigi; M. Mehrabiiadeh Honarmand; T. Zandi
Abstract
The aim of this study was to determine the relationship of Abraham Maslow’s hierarchy of needs with school anxiety. (test anxiety, lack of confidence, lack of assertiveness, and physiological reactions) and academic performance of secondaiy school students of Izeh. In tlis study 311 student (156 ...
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The aim of this study was to determine the relationship of Abraham Maslow’s hierarchy of needs with school anxiety. (test anxiety, lack of confidence, lack of assertiveness, and physiological reactions) and academic performance of secondaiy school students of Izeh. In tlis study 311 student (156 boys and 155 girls) were selected via simple raiidom sampling. The hypotheses of the study maintained simple and multiple relationships between Maslow’s hierarchy of needs and school anxiety as well as academic performance. To verify the hypotheses, “Questonnaire of Hierarchy of Needs”, Phlip’s School Anxiety Scale, students’ academic performance marks (grades), and a short questionnaire to record the students’ socio-economic status were used. The findings, confirming the hypotheses, indicated that, after controlling for the effect of socio-economic status, there still are constant, significant relationships between “Needs” and school anxiety and academic performance.
