Educational Technology - Public education
R. Pasha; E Zaraii Zavaraki; P. Sharifi Daramad; E Sadipoor
Abstract
Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical ...
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Background and Objectives: Mathematical learning disorder is one of the common learning problems in students that can have a significant effect on their academic performance. Students with this disorder usually have difficulties in understanding mathematical concepts, solving mathematical problems, logical reasoning and using mathematical methods. This problem can reduce their self-confidence and academic motivation and will ultimately have a negative effect on their academic progress in mathematics. The present study was conducted with the aim of meta-analysis of the effect of educational interventions on the academic performance of students with math learning disorders in elementary school (studies published in 2023-2011).Methods: The method used in this research was meta-analysis and the socio-statistics of the research included all the research documents published in the period of 2023-2011. In order to screen and sample the collected documents, the input criteria included subject appropriateness, the appropriateness of the type of research method (experimental and semi-experimental studies), the precise expression of method coordinates, the report of statistical findings and the scope of the research (Iran), and the output criteria included research related to the epidemiology of the disorder. Mathematical learning, case, review, relational and descriptive research, failure to report statistical information needed to calculate the effect size, similar research and research lacked methodological adequacy. Based on this, 49 research documents were included as valid research documents in the meta-analysis process and the data was converted into an effect size index by using CMA software and using Hunter and Schmidt's approach (credibility test)Findings: The average effect size of the combined effect in the random model of educational interventions on the math academic performance of students with math learning disorder was found to be 0.687. This point estimate obtained based on Cohen's interpretative system showed the strong and high level of effectiveness of the existing educational interventions on the academic performance of students with math learning disorders. Also, the analysis of moderating variables revealed that the heterogeneity of the effect size in research studies was related to the variables of statistical population type, gender of the subject, educational level, geographical location, year of conducting the research, intervention strategy and type of educational interventionConclusion: The existing educational intervention methods focusing on metacognitive strategies and game-based and multimedia methods play an effective role in improving the mathematical performance of students with mathematical learning disorders and it is necessary to implement the interventions needed by this group of students from the third grade of elementary education. to be executed later. According to the findings of this research, it is suggested that in the macro-policy-making process of the education of students with learning disabilities, the category of metacognition and the use of metacognitive learning strategies should be given the necessary attention, and at the same time, educational interventions towards the purposeful use of games in its various forms of movement to be computerized and multimedia driven. Also, it is suggested that educational interventions should be implemented from the third grade of elementary education onwards, and among them, groups with special needs, such as mentally and physically disabled children, as well as hearing and vision impaired students, should be taken into consideration.
E-Lerning
T. Ashrafzade; J. Mesrabadi; B. Yargholi; S. Sheikhalizadeh
Abstract
Background and Objectives: Over the last few decades, electronic learning has been the focus of many studies and many researchers have examined the effect of electronic learning on academic performance, which yielded different results that highlighted a demand for a combination of research in this area. ...
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Background and Objectives: Over the last few decades, electronic learning has been the focus of many studies and many researchers have examined the effect of electronic learning on academic performance, which yielded different results that highlighted a demand for a combination of research in this area. The aim of this research is a meta-analysis of the effect of electronic learning on academic performance.Methods: The present study was conducted using meta-analysis method. The corpus of the present study included all valid research published which was available in computer databases that examined the effectiveness of electronic learning on academic performance. The intended data were available in related studies between 1996-2022. For gathering data, Mesrabadi research proposal checklist (2011) was used. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 243 studies were selected as a sample and were entered into the meta-analysis process. Sensitivity analysis, fixed and random effects models, and heterogeneity analysis with CMA software were used for data analysis. From selected studies as a sample, in total, 311 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 294 effect sizes. The value of “fail-safe N” statistic was obtained in 1911, which indicated that after entering this number of non-significant studies, the combined effect size would be non-significant.Findings: The findings indicated that the mean of the total effect of the studies was 0.726 for the fixed effects model and 1.009 for the random effects model; both of them were statistically significant (p<0.001) which indicated a positive and significant relationship between electronic learning and academic performance. As the effect sizes were heterogeneous, gender, type of sample, type of electronic learning, type of course, age, and type of research method were examined as the mediating variables. The results indicated that the effect size of electronic learning on academic performance is higher among the females compared to that of the males, and in preschool students more than others, in mobile-based instruction more than other types, in teaching methods courses more than other courses, and in experimental research more than correlation research. Also, the results of the research showed that the age of the subjects had a very small contribution to explaining the heterogeneity. The results showed that electronic learning had a significant effect on academic performance and based on Cohen's criterion, the effect size of this relationship was found to be high (ES=1/009).Conclusion: Supplying programs to educate the effect of electronic learning on academic performance is a necessity that needs to be considered more than before. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the studies of these two fields be carried out at a higher level in observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, parametric statistics in their design and strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population should be used.
e-learning
M. Badali; M. Dehghani
Abstract
Background and Objectives: The outbreak of the disease in Wuhan, China, called Corona, caused a crisis in regional and global public health, which led to changes in most aspects of life. Due to social distancing and protection from the disease, the method of education changed; it also led to reducing ...
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Background and Objectives: The outbreak of the disease in Wuhan, China, called Corona, caused a crisis in regional and global public health, which led to changes in most aspects of life. Due to social distancing and protection from the disease, the method of education changed; it also led to reducing the learning and academic performance of students. Students in higher education have also been severely affected by the virus due to travel restrictions and social distancing, isolation measures, quarantine, closure of university campuses and closure of borders, which also damaged students' academic motivation. Delaying admission to university was one of the biggest challenges. A review of research has shown during COVID-19 pandemic, the rate of learning and academic motivation declined, so there seemed to be a need for an educational solution to address this issue. The electronic flipped classroom in Corona conditions could be considered. Although research indicated a better effect of the flipped classroom on learners' performance, it is not still clear how the electronic flipped classroom would lead to better performance and more research is needed. Therefore, this study was conducted to determine the effectiveness of the electronic flipped classroom on students' academic performance and motivation.Methods: The research method was quasi-experimental with pre-test and post-test design having experimental and control groups. From the educational students of Tehran University, 38 students were selected as the sample through convenience sampling method and were randomly divided into experimental and control groups. The research instruments were a researcher-made performance test and an academic motivation questionnaire (Walrand et al., 1989). The sessions were held for both groups for three months weekly (a total of 12 sessions). The findings were analyzed using SPSS software version 23 and covariance method. It is noteworthy that before using the covariance method, its assumption was tested using the Kolmogorov-Smirnov test and the Levene's test.Findings: In this study, 38 students participated in two experimental and control groups, aged between 19 and 22 (M = 20.44, SD = 1.33), comparing the two groups with independent t-test (t = 0.651), showed that there was no significant difference between the mean age of the experimental group of 20.14 ± 0.70 and the control group of 20.68 ± 0.49. A total of 82% of the participants were girls. The results showed that the EFC had a significant effect on academic performance and academic motivation (P≤0.001), so that after the experimental intervention, the mean of the experimental group was higher than that of the control group in both variables.Conclusion: The EFC affects students' academic performance and motivation. Therefore, use the EFC improves academic performance and motivation as well as the success of e-learning.
Educational Technology
M. abolghasemi; H. Mohamadi
Abstract
Background and Objectives: One of the problems of elementary school teachers is the lack of time, especially in mathematics. Lack of time to educate students has caused academic failure and weakened the basic math of elementary students. For this reason, it is necessary to use teaching methods so that ...
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Background and Objectives: One of the problems of elementary school teachers is the lack of time, especially in mathematics. Lack of time to educate students has caused academic failure and weakened the basic math of elementary students. For this reason, it is necessary to use teaching methods so that teachers can overcome this lack of time in the weekly curriculum. One of these methods, which has been emphasized in research, especially in mathematics, is the flipped instruction. Therefore, the purpose of this study was to investigate the effect of flipped (or reverse) learning on elementary school students' attitude and performance in mathematics in Najafabad in Iran.Methods: This study is a quasi-experimental research with pre-test and posttest experimental and control groups, in order to investigate the changes before and after applying the intervetnion in the experimental group and compare it with the control group. The population of this study included all fourth grade male students in Najafabad in the academic year 2019-2018. The sampling method was multistaged clustering. It should be noted that in order to reduce the economic and cultural differences of students in these schools, a sample was selected from the central part of the city. Among the schools in this area, 2 boys' schools were randomly selected, and then two grade 4 classes were randomly assigned to the control group and experimental group respectively. The Aiken Attitude Questionnaire (1971) was used to measure students' attitudes toward mathematics. The validity of this questionnaire was assessed by content validity and its reliability was estimated by Cronbach's alpha. Math academic performance was also measured by a teacher-made math test. Its validity was checked and confirmed by teachers. Data were analyzed by one-way analysis of covariance. The implementation was such that the teacher had to prepare educational materials for the students and ask the students to do the math book activities, work in the classroom and the book exercises at home after watching the clips and using the educational software, and then share and fix the problems in class sessions with the teacher. Educational software, along with educational clips and videos, were provided to students at regular intervals, and they were asked to watch the instructional video at home at an optional number of times, and then to practice the topics using the software, and then solve those activities, class work and exercises. In the classroom, the teacher reviewed the book activities, did classroom work, and exercises, gave students descriptive feedback individually, and wrote down their problems and issues to be explained in class. After the explanation, students were asked to ask questions if they had any or did not understand a part of the lesson correctly. The student questioning process continued until the students stated that they had learned everything, and the teacher was confident in students’ learning by observing their performance in solving exercises and problems. This process included a total of two 45-minute math sessions.Findings: The results showed that the filliped learning method is effective and influences the academic performance of mathematics.Conclusion: According to the obtained results, it can be suggested that the filliped instruction can be used to teach mathematics in primary schools.
Data Mining
M. Ghodoosi; F. Mirsaeedi; H. Koosha
Abstract
Background and Objectives: Nowadays, significant advancements in information technology and communication field in different societies are seen. Given that these advancements, universities as a leading institution in the field of science, have moved towards electronic processes in the management of education ...
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Background and Objectives: Nowadays, significant advancements in information technology and communication field in different societies are seen. Given that these advancements, universities as a leading institution in the field of science, have moved towards electronic processes in the management of education and educational environments, there are databases with a large amount of information. By analyzing this massive data of educational systems, methods can be provided to improve the educational status of students. Educational data mining has sought to discover the knowledge contained in the data of the educational system. One of the applications of educational data mining is to predict students' academic performance. Predicting students' academic performance and providing useful solutions is of particular importance in the success of educational systems and can help managers make the right decisions to increase the efficiency of the educational system and better student performance. The purpose of this paper is to identify the effective indicators on academic performance, predict students' academic status using data mining techniques, and finally present a new trend for modifying unit selection and educational strategies to increase the efficiency of the education system. Methods: steps of this research are determined according to CRISP model. In current research, Databases containing 9 datasets of specialized courses in industrial engineering were used. The students' grade was bachelor's degree. Indicators affecting student performance have been identified based on previous researches and expert opinions. Demographic data and academic records of undergraduate students are entered in database. After data preprocessing, 13 attributes are selected, different models were proposed to predict student's academic status in the next semester. Then, a comparison between the results of 4 different algorithms has been done. Findings: All 13 attributes are identified to be effective according to information gain and gain ratio. This 13 attributes as follow: GPA, Total passed units, Number of conditional terms, Type of admission, Marital status, Gender, University admission year, Living place , Age, Current semester, Prerequisite course score, instructor of the course, Repeat the course. Between of 4 considered models, the Logit Boost algorithm is known as the best model in categorizing in two class and multi-class according to the accuracy rate and ROC. Conclusion: Because of acceptable performance of data mining algorithms, the use of these algorithms in predicting student performance is appropriate and the proposed model can be used as a support tool for decision making in educational systems. Finally, according to the obtained results and the opinion of academic experts, the unit selection process was redesigned. The proposed model can be used as a decision support tool in educational systems. Finally, due to the results obtained and the opinions of the academic experts, the process of unit selection was redesigned. The presented process uses the available data in educational systems and data mining science, provides useful knowledge to decision-makers to make the right and appropriate decision. Decision makers can make appropriate decisions by examining the predictions made by the data mining algorithm and obtaining useful information, in order to make the educational system more efficient.
Learning Environment
Hadi Keshmiri; Khatereh Sajjadi
Abstract
Background and Objectives: Satisfaction with the environment is one of the human aspirations, in the other words, satisfaction is an ideal concept that provides an appropriate context for empowering individuals and socializing them in order to participate and interfere in their affairs and ultimately ...
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Background and Objectives: Satisfaction with the environment is one of the human aspirations, in the other words, satisfaction is an ideal concept that provides an appropriate context for empowering individuals and socializing them in order to participate and interfere in their affairs and ultimately in the field of social development. In this regard, one of the roles of designers and architects has been to create a suitable relationship between humans and their environment. Therefore, considering the importance of life satisfaction, educational spaces should provide this feeling of satisfaction for their users. One of the main goals of educational spaces is to achieve success and academic achievement, which in order to improve their goals, should create a suitable and quality space in all dimensions to improve the comprehensive skills for students. In order to stimulate students to learn, learning environment must be effective, safe, capable, positive, personalized, and responsive to the needs of students. Therefore, it has been very important to attention to the environment and environmental factors in providing students' satisfaction and ultimately their academic success. For this reason, one of the subsets of behavioral sciences, has been called environmental psychology that addressed on various human behaviors. In this study, the relationship between satisfactions of effective environmental factors with academic success has been considered among students. The purpose of this study was to identify the effective environmental factors of the university on students' academic achievement and then to evaluate the effectiveness of these factors. Methods: The base method in this research is qualitative but for considering to investigate the results the quantitative and qualitative research method has been used. Therefore, library studies and Observational research have been used to discover the relationship between variables. In the quantitative section, two standard questionnaires were prepared among PhD students of architecture in Azad University of Shiraz, both of which had acceptable validity and reliability. A questionnaire was used to measure the students' satisfaction with the environmental factors of the university, and another questionnaire was used to measure the academic achievement of the same students. The statistical population of the study was calculated using Cochran's formula, which included 54 PhD students, and the results of the questionnaires were extracted by performing statistical calculations in SPSS software. Findings:According to the research findings, with increasing level of satisfaction with environmental factors of university, academic achievement also increased and this correlation was about 0.308 By calculating the Pearson coefficient, which indicates a significant relationship and indicates individual adjustment with university. Students with a high level of satisfaction with the environmental factors of the university had very good grades and academic performance and students who were dissatisfied with their studies were not very successful. Conclusion: According to the research findings, environmental factors such as light, thermal comfort, spatial proportions, furniture, green space, entrance, accessibility, noise, materials and colors have been studied. Among these factors, the highest level of satisfaction in environmental factors is furniture, spatial proportions and light, and other environmental factors have had a positive effect on the quality and educational efficiency of the university environment.
Technology-based learning environments
A. Navidi; F. Toisercani
Abstract
Abstract: In This study we investigate the mediating role of achievement goals and reflective thinking in relation between classroom environment and performance. The data was collected from 500 girls who were studying in high school. This sample was selected by multistage cluster sampling. ...
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Abstract: In This study we investigate the mediating role of achievement goals and reflective thinking in relation between classroom environment and performance. The data was collected from 500 girls who were studying in high school. This sample was selected by multistage cluster sampling. Questionnaires have been administrated. academic performance was assessed by grades in mathematics. Data analysis indicated that the components of the classroom environment-involvement, student cohesiveness, task orientation- exerted direct and indirect influences on achievement goals, reflective thinking and student’s performance in mathematics. Findings evidently show that direct effect of students’ involvement on performance – approach goals is significant and involvement in assignment and class activity is a unique component which has a significant direct effect on math performance. Direct effect of cohesiveness on performance avoidance goals, task orientation on reflect and habitual act, mastery goals on understanding and critical thinking, performance approach on habitual act is significant. Totally, these results show that classroom environment- involvement component, cohesiveness and task orientation have direct and indirect effect on achievement goals, reflective thinking and student performance in mathematics. However we need further evidence to clarify some ambiguities.
Educational Technology Psychology
F.S. Almodaressi; N. Mozayani; M.R. Jahed Motlagh; M. Ahmadi
Abstract
Abstract: There have been many studies about personality role in students’ studies in recent years. However, these studies do not provide a comprehensive model. In addition, statistical researchers have just attended the relationship between each individual’s personality and his academic ...
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Abstract: There have been many studies about personality role in students’ studies in recent years. However, these studies do not provide a comprehensive model. In addition, statistical researchers have just attended the relationship between each individual’s personality and his academic performance without considering the impact of people around him on his educationalachievements. In this research, a social simulation has been propounded which shows the impact of an individual’s personality and other people around him in his academic performance using multi-agent systems. Each individual in the simulation has five personality factors which came from the theory of “big five personality”. The simulation is prepared as a tool with a user interface to set parameters and see the result of each simulation. The parameters have been considered by experts to be replaced during the test phase. Data used for simulation was taken with the help of the “big five personality” questionnaire distributed among 35 second-year computer students in Iran University of Science and Technology. Reliability and validity of questions have been previously reviewed by experts. Simulation was executed on the data and the results had been prepared using each student’s personality and adding the friendship links between them. It has been shown that taking into account each student’s friends’ personality can improve the simulation results.
