Azam Esfijani; Maryam Faraji
Abstract
The aim of this study is to investigate the effects of inquiry-based science education, integrated with mobile technology, on the academic achievement of fifth-grade elementary students, with the mediating role of academic motivation.MethodThis study is an applied research which employed a quasi-experimental ...
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The aim of this study is to investigate the effects of inquiry-based science education, integrated with mobile technology, on the academic achievement of fifth-grade elementary students, with the mediating role of academic motivation.MethodThis study is an applied research which employed a quasi-experimental design. The research population of the study included all public elementary schools in Shahinshahr city in the academic year of 2019-2020 from which two schools were selected through cluster sampling method. In order to assess the motivation of students in this study, the learning motivation questionnaire was used and to assess the academic achievement of students, a researcher-made test was used. The method of research data analysis was path analysis and the data were analyzed using Amos software.ResultsThe investigation of direct effects in the research conceptual model revealed that inquiry-based science education with the integration of mobile technology has a positive and significant effect on the deep motivation subscale, but its effect on the two subscales of surface motivation and achieving motivation is not significant. Also, the research findings showed that the educational method used has no direct, positive and significant effect on academic achievement. Findings regarding the effect of motivation dimensions on the academic achievement indicated that deep motivation of students has a positive and significant effect and achieving motivation has a negative and significant effect on students' academic achievement, but surface motivation has no significant effect on academic achievement. Regarding the indirect effects, the results showed that the indirect effect of inquiry-based science education with the integration of mobile technology with the mediating role of deep motivation, on the academic achievement of students is positive and significant. Inquiry-based science education with the integration of mobile technology with the mediating role of surface motivation and achieving motivation does not have a significant indirect effect on students' academic achievement.DiscussionBased on the findings of this study, it is recommended that teachers by choosing authentic, relevant, real-world tasks through inquiry-based educational approach attempt to increase the level of deep motivation in students and then help them improve their academic achievement.
saeed mohammadi molod; taghi zavvar
Abstract
Introduction For many years, intelligence and mental abilities were considered the only factors influencing student’s academic achievement but recently, several studies have examined the impact of non-cognitive aspects such as emotional and social factor. Emotional intelligence is one of the factors ...
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Introduction For many years, intelligence and mental abilities were considered the only factors influencing student’s academic achievement but recently, several studies have examined the impact of non-cognitive aspects such as emotional and social factor. Emotional intelligence is one of the factors that impact and its relation to academic achievement have been studied in different studies. Some researchers found a weak relationship between emotional intelligence and academic achievement, some found a moderate and significant relationship, and some believe the impact of emotional intelligence on academic achievement more than cognitive intelligence. 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 emotional intelligence and academic achievement. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 30 studies were selected as sample and entered the meta-analysis process. The extracted data were analyzed with CMA software. Results From selected studies as sample, in total, 137 effect sizes were extracted which 18 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 119 effect sizes. The value of “fail-safe N” statistic was obtained 4132, 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 0.169 in fixed model and 0.165 in random model that both of them were statistically significant (p < /p>
parvin kadivar; zahra tanha; soode rahmani
Abstract
The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches with academic achievement. Hence, a sample of 332 students (176 female, 156 male) were selected from mathematics students of Tehran Universities, using multistage cluster sampling. To ...
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The purpose of this study was to investigate the relationships between epistemological beliefs and learning approaches with academic achievement. Hence, a sample of 332 students (176 female, 156 male) were selected from mathematics students of Tehran Universities, using multistage cluster sampling. To collect data two questionnaires of epistemological beliefs (EQ, Schommer, 1990) and the revised study process (R-SPQ-2F, Biggs, Kember and Leung, 2001) were used. Results indicated a direct effect of complex knowledge on both deep and surface learning approaches. Furthermore, deep and surface approaches mediated the effect of simple knowledge on academic achievement. Finally, the results showed that the model adequately fit the data.
Educational Planing
Azadeh Dehghanpoor; Abdollah Parsa; yadollah Mehralizadeh
Abstract
With the purpose of understanding the relationship between school size, school culture and academic achievement on both middle & secondary girl schools of Ahvaz (2010-2011), a correlational survey was conducted by participation of 17 middle schools and 15 secondary schools that were selected by stratified ...
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With the purpose of understanding the relationship between school size, school culture and academic achievement on both middle & secondary girl schools of Ahvaz (2010-2011), a correlational survey was conducted by participation of 17 middle schools and 15 secondary schools that were selected by stratified random sampling. School Culture Questionnaire and It's parameters (salfi & saeed, 2007) was used to measures of school culture (teachers professional qualification, teachers' interactions with personnel and management (Staff and Row), teachers' interactions, parents' participation in school activities, and physical facilities) which completed by teachers; Second School's identify certification also completed by principal of each school. Reliability coefficients of school culture questionnaire (α= 0.95) and its fifth subscales (0.79 – 0.92) was very high and acceptable. Results showed that there was no significant difference in culture and its components between schools with different sizes (except physical facilities component); However there was a significant difference in academic achievement in the schools with different sizes. The results of regression analysis showed that school culture predicts 12% of variance of academic achievement and among the components of school culture just the impact of parents' participation on the academic achievement is significant. The school size, and school culture altogether could explain 12% of students' academic achievement. There is no significant difference between middle & secondary schools on school cultures as well as its entire components.
Educational Management
keivan moradi; Mozafaralldin Vaezi
Abstract
The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According ...
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The present paper aims to investigate the relationship between teachers academic optimism and students academic achievement in public high schools of Tehran city. Descriptive- correlation method was used. The statistical population consists of all the teachers of those schools (2795 teacher). According to cochrane formula, 142 teacher were selected as samples. Multiple cluster sampling method was used in this research. Teacher academic optimism questionnaire (Beard et al, 2010) and the average student scores was used for data collection. The questionnaire reliability was evaluated based on cronbach’s alpha (teachers academic optimism =α 0.982). To analyze data, descriptive statistics (mean, standard deviation and percent) and inferential statistics (pearson coefficient of correlation and step wise regression) were used. The findings are as follows: [1] There was a significant positive relationship between teacher's academic optimism and student's academic achievement in public high schools of Tehran city. [2] Among teacher academic optimism dimensions (academic emphasis, sense of self efficacy, trust in student and parents), teacher sense of self efficacy accounted for the highest degree of variance in students academic achievement.
A. Zandavanian; E Daryapoor; T. Jabarifar
Volume 20, Issue 2 , December 2014, , Pages 45-62
Abstract
Present study aims to investigate the relationship between school climate and bullying behavior among the middle school students of Yazd city in the academic year of 2011-2012. Population of this study includes all of the middle school students of Yazd city, which of them, 400 students were selected ...
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Present study aims to investigate the relationship between school climate and bullying behavior among the middle school students of Yazd city in the academic year of 2011-2012. Population of this study includes all of the middle school students of Yazd city, which of them, 400 students were selected by cluster random sampling. This article is a correlation- descriptive study. To evaluate school climate, Comprehensive School Climate Scale (CSCS, 2009) was used, and for evaluating bullying behavior, Olweus Bullying/ Victimization Questionnaire (1996) was applied. In this study, descriptive statistics such as, Pearson correlation and independent sample t-test were used for analyzing the data. Results showed that there is a negative and meaningful correlation between school climate and bully/ victim behavior. Also, it was found that male students were bullying and victimized more than of female students. Moreover, the results of this study showed that School climate and its components were in positive correlation with academic achievement. Meanwhile, there is a negative correlation between bully/ victim behavior and academic achievement (p<0.05).
GH. Ahmadi; S. Abdolmaleki
Volume 20, Issue 2 , December 2014, , Pages 99-116
Abstract
the purpose of this study was to investigate the influence of Piaget's view of education based on knowledge, skills and attitudes of students in fifth grade science teaching is in Sanandaj City. Research method in this study was a Quasi-experimental pretest-posttest control group. The study included ...
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the purpose of this study was to investigate the influence of Piaget's view of education based on knowledge, skills and attitudes of students in fifth grade science teaching is in Sanandaj City. Research method in this study was a Quasi-experimental pretest-posttest control group. The study included all students in primary school in Sanandaj the in academic year of 1390/91, 60 fifth grade girls were selected initially and were divided into 2 groups of 30 students each, one experimental and other control. Samples were selected by multistage random sampling method. The tools used for gathering data in this study consisted of knowledge and skill tests and an empirical science attitude check list. First both the experimental and control groups were pre-tested for academic achievement. Then the experimental group received science instruction based on Piaget,s view while the control group was exposed to a traditional method of teaching both groups were post tested subsequent. For data analysis, descriptive statistics (mean, standard deviation) and inferential analysis of covariance were used. Results showed that students who received instruction through the method based on Piaget's view had better academic achievement than the control group. The results showed that training based on Piaget's view on knowledge, skills and attitudes of students proved more positive.
R Hakimzadeh; K Dorani; M abolghasemi; F Nejati
Volume 21, Issue 1 , May 2014, , Pages 151-166
Abstract
The aim of this research was to study the relationship between school connectedness with academic achievement and academic motivation among high school students of Isfahan. Research sample was including 423 high school students and selected based on multi-stage cluster sampling method. School connectedness ...
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The aim of this research was to study the relationship between school connectedness with academic achievement and academic motivation among high school students of Isfahan. Research sample was including 423 high school students and selected based on multi-stage cluster sampling method. School connectedness was measured by Bety and Bery's school Connectedness Questionnaire (2005). Validity of this questionnaire was established by professionals. Cronbach's Alpha 92% showed us that this questionnaire is reliable. Hermnes's questionnaire (29 Items form) was used for academic achievement motivation assessment. Validity of this questionnaire was established by professionals too and its reliability was 82% based on Cronbach Alpha. Student's academic achievement was measured by their average s of high school scores. data analyzed by Pearson Correlation Coefficient and multiple Regression. Based on obtained results, we found that correlation between school connectedness and academic motivation of high school students are positive and high. Also regression analyzed results showed that relatedness of self with school, Educational engagement and of fairness and respect at school are powerful factors to predict academic motivation. In Isfahan,s high schools, Educational engagement, Relatedness of self with school and teacher support are main factors to predict the academic achievement.
M Mortazavi; S Beshkar; H Mesgarani; GH.A Ahmadi; SH Bakhshalizadeh
Volume 18, Issue 1 , September 2011, , Pages 105-124
Abstract
The Purpose of this research is comparing the effects of constructivism and traditional teaching method on academic achievement in math( 1) among first grade high school boy students. The research method applied to this study is a kind of quasi-experimental. The target population of the study- Baghmalek ...
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The Purpose of this research is comparing the effects of constructivism and traditional teaching method on academic achievement in math( 1) among first grade high school boy students. The research method applied to this study is a kind of quasi-experimental. The target population of the study- Baghmalek City high school boy- students in 86-87 fifty students in two classes were selected randomly subjects were divided into two equal groups of 25 students each. The control group received instruction with traditional method, whereas the experimental group was exposed to a method based on) .Measurement tools of this study consisted of researcher- constructivism made academic achievement test based on instructional materials in math 1 and The Riven Intelligence Test. First both experimental groups were instructed and then at and a post-test were administered to the two groups. The results of the study showed that academic achievement in the experimental group receiving constructivism- based instrument performed significantly higher than control group, The intelligence variable was controlled.
Marjan Masoomi Fard; Eisa Ebrahimzadeh; Mohammad Reza Sarmadi
Abstract
Comprehensive studies in recent decades have shown that learning styles constitute the ground of some individual differences which affect learning. Academic achievement of learners is deeply affected by these styles. The mentioned learning styles are: Visual, Auditory, Read/Write, Kinesthetic, and Multi ...
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Comprehensive studies in recent decades have shown that learning styles constitute the ground of some individual differences which affect learning. Academic achievement of learners is deeply affected by these styles. The mentioned learning styles are: Visual, Auditory, Read/Write, Kinesthetic, and Multi Model. Current study investigates the relationships between learning styles of graduate students of Tehran PNU and their academic achievements. Pearson correlation test was used to check the relationships between variables. Regardless of academic majors, primary findings revealed no meaningful relationships between students’ learning styles and their academic achievement. However, investigation of the relationship between learning styles of students with different majors shows meaningful relationships between variables and confirms the hypotheses of this research.
J. Fathabadi; A. Saif
Abstract
The purpose of this study was to investigate the effects of type of assessment (essay and multiple-choice) on students' approaches to studying and exam preparation strategies between students with high and low academic achievement. 332 students with high and low academic achievement (based on their GPA ...
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The purpose of this study was to investigate the effects of type of assessment (essay and multiple-choice) on students' approaches to studying and exam preparation strategies between students with high and low academic achievement. 332 students with high and low academic achievement (based on their GPA with the cut of point 17 from 20) majoring in psychology and educational management from Shahed and Arak Islamic Azad Universities participated at this study. They all completed the ASSIST (Approaches and Study Skills of Students) questionnaire and a researcher made questionnaire about their exam preparation strategies at the beginning and end of the academic term. Results of MANCOVA (pretest scores used as covariates) revealed that essay examinations encouraged students employ deep studying approaches and deep preparation strategies and multiple -choice examinations made a tendency toward surface studying approaches and surface exam preparation strategies. There was a statistically significant interaction between essay type of assessment and high academic achievement and lead students to study more deeply compare with other forms of the mentioned variables.
