English teaching
M. Piri; H. Sahebyar; A. Sadollahi
Abstract
Background and Objectives: The present age is called the information age, because the acceleration of the evolution of science and technology in the present age is very high and significant. Every day new technologies are produced and made available to the audience. Much of the knowledge and science ...
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Background and Objectives: The present age is called the information age, because the acceleration of the evolution of science and technology in the present age is very high and significant. Every day new technologies are produced and made available to the audience. Much of the knowledge and science taught in schools and universities needs to be revisited over time due to social and technological changes. In addition, personal and professional situations increasingly depend on continuous learning. In recent decades, due to dramatic changes and the breadth of science, the need to upgrade and update human knowledge and skills, upgrading lifelong learning skills has become one of the primary goals of the education system. With the advent of information technology and the increasing development of the educational system, it has shifted its activities to the use of e-learning. The general popularity of this type of education is such that some have overlooked the benefits of traditional education and the interaction between teacher and student, and considering e-learning as the only way of education for sustainable learning at the forefront of formal education. Therefore, in terms of education, a new atmosphere has ruled the world. The large amount of information and its evolution in a short time that must be addressed in the education system; but due to limitations such as lack of time, lack of motivation to learn, update information is not compatible with the new atmosphere of the education system. This research has been conducted in an attempt to examine the effect of Flipped classroom on self-directed learning in English language classes. Method and Materials: The participants were female 10th grade students of Kaleybar in academic year 2016-2017. The research is a quasi-experimental one and is performed using the pre-test, post-test method with a control group. Participants in the study were 30 students selected by convenience sampling and randomly divided into two experimental and control groups. For data collection, the self-directed learning questionnaire was used with a reliability of.82 for the whole test and with face and content validity approved by the experts. Findings: Data were analyzed by descriptive and inferential statistics using SPSS software. The results of ANCOVA showed that Flipped Classroom influenced the self-directed variable (with the exception of self-management) in learning with the help of covariate (pre-test) (p <.05). Also, the mean scores of students at the pre and post-test in the experimental group were significantly different. The mean scores of self-directed learning for students trained through Flipped Classroom were higher. Conclusion: Findings of this study, despite methodological limitations, such as non-random selection of subjects and limited number of sessions of educational interventions, can have scientific and practical implications for the educational system. The specific proposal of this research is to this method in compiling curricula and textbooks, as well as holding in-service training courses for inverted classes for new teachers unfamiliar with this method, as well as using this method by teachers for students' academic engagement. Strengthening the necessary academic skills in this age of information explosion is suggested. Studies on the long-term effects of the flipped class, conducting the same research in different courses and grades, as well as studying it on more examples in other educational areas, are among the suggestions for future researchers.
Electronic learning- virtual
M. Piri; R. Shahi
Abstract
The research has been conducted in an attempt to examine the effect of multi-media teaching on sixth grade learners’ academic engagement in science courses of the nomadic multi-grade classes. The research is a quasi-experimental one and is performed using the pre-test, post-test method with the ...
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The research has been conducted in an attempt to examine the effect of multi-media teaching on sixth grade learners’ academic engagement in science courses of the nomadic multi-grade classes. The research is a quasi-experimental one and is performed using the pre-test, post-test method with the control group. The participants of the study were 40 learners (19 female and 21 male) among nomadic sixth grade students, who were selected using multistage random cluster sampling method and placed randomly in the control and experimental groups. The academic engagement questionnaire with specific validity and reliability were utilized to gather data. The face and content validity was examined and reliability coefficient was estimated 0.83. Using the inferential and descriptive statistics, the data were analyzed by SPSS. The findings revealed a significant difference between employing multi-media teaching and academic engagement (behavioral, academic, psychological and cognitive) of learners in control and experimental groups (p<0.05) and the mean score of academic engagement students whom being taught with multi-media method was higher. However, there is not a significant difference between the academic engagement of female and male students in the experimental group (p>0.05). Therefore, the multi-media teaching method has almost equal effect on male and female students.
Education technology -training course
S. Asadian; M. Piri; L. Hasan Reihani
Abstract
The purpose of this study was to compare cooperative teaching and individual teaching on educational achievement in English in grade one of high school (female students). This study is a quasi-experimental study with pre-test- and post- test with two experimental groups. The Statistical population was ...
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The purpose of this study was to compare cooperative teaching and individual teaching on educational achievement in English in grade one of high school (female students). This study is a quasi-experimental study with pre-test- and post- test with two experimental groups. The Statistical population was high school's first grade female students of Mahabad. For sampling, multi-stage cluster sampling was used. The sample size was 52 consist of 25 and 27 members in the experimental group (1) and (2) in which cooperation and individual teaching methods were used respectively. In order to equalize the members of groups the student's GPA were controlled and pre-test and IQ test were done. The results showed no significant difference between groups.The pre-test was a researcher-made. Reliability of the pre-test was obtained 0.83. The cooperative and individual methods were done for 2 months and then post- test was carried out. The results showed no significant differences between them. T-test analyzes shows significant differences between the two groups so that the first experimental group (cooperative) showed better performance in educational achievement.
