Electronic learning- virtual
H. Maghami; F. Asadi; E. Zaraii Zavaraki
Abstract
Background and Objectives: Traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills. Having self-efficacy skills and creating academic ...
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Background and Objectives: Traditional teaching methods do not prepare students to live in the 21st century. Students in the 21st century must move beyond the basic knowledge in the subject field and look for more important issues such as acquiring skills. Having self-efficacy skills and creating academic conflict by current students are considered as achallenges of the educationl system. Many top universities in advanced countries consider the training of such students at the level of higher education among their goals. Therefore, it is necessary to examine appropriate teaching methods that improve these two skills in learners and use all the available capacities in online education to improve self-efficacy skills and academic engagement, because teaching strategies are changing with the significant advancement of technology. And education should gradually shift its focus from the physical space of the classroom to virtual environments. Project-based learning is a deep and comprehensive learning approach for teaching and learning in the classroom, and it can be combined with e-learning and be used to achieve basic skills such as self-efficacy and academic engagement. The purpose of this research is to investigate the effect of project-based e-learning on self-efficacy and academic engagement of the sixth-grade students.Methods: The research method was a quasi-experimental pre-test-post-test design with a control group. The statistical population included all the sixth-grade students of Savadkoh in the academic year 2019-2019, among whom, 34 ones (17 ones in the experimental group and 17 ones in the control group) were selected as a sample via the available sampling method. Data collection tools included Appleton et al.'s (2006) academic engagement questionnaire and Jing, and Morgan's (1999) academic self-efficacy questionnaire.Findings: The results showed that there was a clear indication that project-based learning can motivate students to learn and stimulate their self-efficacy and academic engagement for better performance in this field. The findings of the research demonstrated that project-based education in the online environment was generally effective (P<0.05 and F=4.46). In addition, students' academic involvement had a positive effect (P<0.05 and F=7.97).Conclusion: Considering the positive impact of project-based education in the online environment on the effectiveness and academic engagement of students in this research, as well as the increasing popularity of project-based learning, teachers should shift their teaching approaches to project-based education in order to improve education. One of the requirements of this action is empowering teachers in the field of electronic education system and designing appropriate textbooks for learning skills and project-based education. It is also suggested that teachers give students responsibility for learning and assign them active roles, because through project-based learning, they can understand their learning, present their products that show their learning and effort.
Mobile learning
N. Saeid; A. Jadidi mohammadabadi
Abstract
Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The ...
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Background and Objectives:Today, traditional and old methods of teaching and learning are losing their effectiveness with the advent of new technologies and methods. Learners need to find new ways to transfer knowledge and enhance learning to keep up with the ever-changing environments around them. The aim of this study was to determine the effect of mobile education on students' learning, concentration and academic satisfaction.
Methods:The present study is applied in terms of purpose and quasi-experimental in terms of method with pre-test- post-test control group. The statistical population includes 56 medical students of Kerman Azad University who were examined through a test in relation to the relevant course content and concentration and among those with lower scores, 44 students were selected. Then, they were randomly divided into two groups of control (n=22) and experimental (n=22). The two groups were also homogenized as much as possible in terms of semester, age, and level of learning and concentration. The educational materials prepared by the experts were weekly sent to the students via whatsApp and short message service (SMS). In this way, an educational video about the mentioned lesson, including theoretical and practical cases, was sent to students in 8 sessions through WhatsApp, and in session 8, students’ problems were questioned and answers were provided through WhatsApp and SMS service. The research instrument included a learning questionnaire in which 35 questions related to the curriculum were prepared and its validity was confirmed by the instructor. Savari and Oraki Concentration Skills Questionnaire (2015) which consists of 13 items and two factors, namely voluntary concentration and involuntary concentration was used. The voluntary concentration subscale consists of 8 items and the non-voluntary concentration subscale consists of 5 items. In order to determine the reliability of the above-mentioned questionnaire, Cronbach's alpha method was used and it was found to be 0.74 for the whole scale and 0.72 for the subscale of voluntary concentration skills and 0.70 for involuntary concentration skills. Moreover, the validity of the aforementioned questionnaire was examined and confirmed using Factor Analysis. The content and face validity of a researcher-made academic satisfaction questionnaire consisting of 11 items was confirmed by the opinion of 10 professors, and its reliability of 0.85 was determined by Cronbach's alpha and 0.82 by retest method. Data collection was performed in two stages before the teaching began and after the termination of teaching the entire content. The experimental group received training in 8 sessions of 2 hours. Descriptive and inferential statistics in the form of tables and figures as well as MANOVA, Analysis of Covariance-Levene’s test and Kolmogorov-Smirnov test were used to analyze the data.
Findings: The results showed that mobile learning has a significant effect on an effect on students' learning, concentration skills and academic satisfaction. This means that mobile learning can increase students' learning, concentration skills and academic satisfaction.
Conclusions: Based on the findings, mobile learning due to its availability, portability and easy access to the content at any time can be a good way to teach different educational topics to students. Mobile learning also allows people to access learning content anytime anywhere. Individuals can also have access to valuable educational materials that enhance their learning quality and academic satisfaction. Due to the high flexibility of this type of education, students can learn according to their circumstances and based on their mental readiness which, in turn, prevents distraction and reduces interfering factors in concentration.
E-Lerning
F. Narenjithani; M. Keramati; M. Hosseinisohi
Abstract
Background and Objectives: One of the most crucial objectives of education systems is to respond to students' learning, social and emotional needs, particularly in critical situations. Over the past two years, the coronavirus pandemic (COVID-19) has been one of the most significant recent crises in education ...
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Background and Objectives: One of the most crucial objectives of education systems is to respond to students' learning, social and emotional needs, particularly in critical situations. Over the past two years, the coronavirus pandemic (COVID-19) has been one of the most significant recent crises in education systems. As a result, most educational institutions are temporarily locked out, and many turn to e-learning. Although e-learning for some reasons such as; easy access at any time and place and reducing stress in the Covid-19 are gaining popularity; however, criticisms such as weaknesses in student evaluation, harm interpersonal communication and its reduction, have been caused that receiving opinions, lived experiences and stakeholders' perceptions about the quality of teaching-learning in universities and evaluating its effectiveness has become one of the essential concerns for core stakeholders of education systems. If the teaching-learning process is not practical, it may affect students' sense of belonging to the university, their sense of worth, and even their mental and physical health, so evaluating the effectiveness of teaching-learning (especially in the electronic environment) situations is more important. It can reduce some of the challenges we have today. Therefore, to evaluate the effectiveness of the process in the electronic environment, it is necessary first to define the concept and then identify the primary and critical factors affecting its successful implementation. At the same time, we live in an age where we deal with a huge bulk of knowledge and information. Everyday technological advances are increasing; consequently, teacher-centred education systems are no longer able to meet the learning needs of students. Therefore, paying attention and reinforcing the individual skills of learners such as self-monitoring, self-assessment, self-directed learning leads the individuals to pursue and learn what they need to know. Therefore, given the problem and its importance, this study was conducted to explain how effective e-learning based on self-directed learning was in the pandemic Corona crisis.Methods: The research methodology is applied in terms of objective, and representations of data collection are descriptive-correlational. The study population consisted of all graduate students from the University of Tehran who studied between 1399 and 1400. Using the Cochran formula and stratified random sampling, 377 persons were selected as the statistical sample. The tools for collecting the required data included the elf-directed Learning Questionnaire and the e-learning effectiveness questionnaire. Content and construct validity were used to evaluate the e-learning effectiveness and self-directed learning questionnaire. The results showed that the model had a good fit. Finally, to analyze the data in the present study, t-test (to determine the status of research variables), Pearson correlation coefficient (to examine the simple relationship between research variables), stepwise regression, and finally confirmatory factor analysis (for validity), Structure and explanation of the role of variables) were used.Findings: The results showed that 1) the self-directed learning and effectiveness of e-learning status are higher than average from the students' point of view. Among the components of self-directed learning, learning, motivation has the highest value, 2) self-directed learning and its components have a positive and significant relationship with the effectiveness of e-learning. Among the components of self-directed learning, learning motivation, planning, and executive abilities are the most related ones to the effectiveness of e-learning, and finally 3) the result of stepwise regression indicates that self-directed learning and its components can explain about 30% of the effectiveness of students 'e-learning.Conclusion: Therefore, since self-directed learning is an essential factor in learning effectiveness and improving the quality of students' learning in e-learning, students' self-direction programs can be strengthened in the form of strategies such as self-management training, self-regulation, increasing learning motivation, management, and planning in the implementation of teaching-learning activities in the e-environment and interpersonal communication skills and student interaction and participation. Learners who regulate their learning with specific targeting, monitoring, and planning strategies are better developed and more effective, but this seems more important in the e-learning environment. Perhaps this is because, in the e-learning environment, the learner is more responsible for his learning than in any traditional learning environment and should have more self-control and management.
e-learning
M. Ahmadi deh qutbuddini; M. S. Hosseini zaydabad; E. Mahmoodabadi
Abstract
Background and Objectives: Research evidence shows that technology is not being utilized effectively within classrooms and there are many instructors who feel unprepared to implement ICT. This realization is alarming since the use of technology in classrooms has had a muted impact on educational processes ...
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Background and Objectives: Research evidence shows that technology is not being utilized effectively within classrooms and there are many instructors who feel unprepared to implement ICT. This realization is alarming since the use of technology in classrooms has had a muted impact on educational processes and outcomes. This could be interpreted to mean that technology is not positively changing test scores, which have become a major indicator in the accountability movement over the past 30 years. Technology is however positively increasing student engagement which arguably is one of the significant tasks in the education of learners. Instructors are among the key players in any effective integration of technology in the instructional process. The ICT offer instructors an opportunity to provide learners with innovative new virtual environments that can hopefully stimulate and enhance the learning process. Professionally, instructors are expected to harness the affordances of technology to support effective teaching and related activities. As the role of technology in teaching and learning becomes more prominent, so will the demands on instructors to engage technology in carrying out their duties. Integrating technology as combining technology with teaching and learning strategies is done in order to meet the curriculum standards and learning outcomes of each lesson. One of the issues that should be considered is the effect of integration of technology in teaching process by instructors on the acceptance and application of technology in student learning, which can facilitate students' learning. This study aimed to investigate the role of students' perception of ICT integration in teaching by instructors on students' acceptance and use of ICT for learning as well as the mediating role of students' beliefs, attitudes and intention in the relationship between students' perception of ICT integration in the teaching process by instructors and actual usage of ICT for learning.Methods: This research is a correlational research method and a sample of 201 students of Islamic Azad and Payam Noor universities was selected by a multistage cluster sampling method. The required data were collected by the TAM questionnaire and scale of students' perception of ICT integration in the teaching process. The data were analyzed by path analysis methodFindings: The results showed that the direct effect of students' perception of ICT integration in the teaching process by instructors on attitude, perceived ease, and usefulness of ICT for learning is positive and significant and on actual usage of ICT for learning is negative and significant; but this effect on the behavioral intention of ICT use for learning is not significant. The results also showed that the behavioral intention of ICT use for learning, attitude toward ICT use for learning, perceived usefulness and ease of ICT use for learning had a positive and significant mediating role in the relationship between students' perception of ICT integration in the teaching process by the instructors and actual usage of ICT for learning by the student.Conclusion: According to the results, the perceived ease and usefulness of using ICT for learning by the student can facilitate the effect of students' perception of the integration and use of ICT in the teaching process by the instructors on the actual usage of ICT for learning by students.
e-learning
T. Shaverdi; H. Heidari; M. J. Chitsaz ghomi
Abstract
Background and Objectives: One of the important indicators in measuring the quality of education is the academic performance of students, which is important from a scientific and practical point of view. Extensive studies have been conducted worldwide on how social networks affect the quantitative academic ...
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Background and Objectives: One of the important indicators in measuring the quality of education is the academic performance of students, which is important from a scientific and practical point of view. Extensive studies have been conducted worldwide on how social networks affect the quantitative academic performance of their students. Many studies on the denial of social media have concluded that these networks have a negative impact on the younger generation and students. These researchers believe that virtual social networks have an effect on students' annual grade point average, drop in academic grades, writing style and spelling, decrease in English language standards, etc., and have measured these variables separately with the use of social networks among students. At the same time, others believe that the emergence of social media has a positive trend on students' performance and their achievement of high grades. These studies have also found that these students spend most of their time doing their homework and research in this way. Therefore, in the review of previous studies, both approaches are discussed separately. The main purpose of this study is to be aware of the impact of virtual social networks on the quantitative academic performance of female high school students. Sub-objectives are to examine the extent of students 'dependence on virtual social networks and awareness of the impact of using virtual social networks on students' quantitative academic performance. Methods: In this research, a survey method has been used and the sample population includes 855 female students of high schools in Tehran. The data gathering instrument is Jeffrey Single's Social Media Dependency Questionnaire, including academic quantitative performance, social networks addiction, educational use, and grammar, writing, reading, and course questions. In this study, descriptive tests (percentage, mean, and analytical tests (chi-square, Pearson correlation coefficient and t-test) were used. Findings: The findings show that there is no relationship between the students' last year GPA and their academic quantitative performance and their use of the online social network; but there is a relationship between their GPAs and their scientific information exchange (test questions) and with their use of online social networks. The findings show that there is no relationship between last year's students' grade point average and their poor academic performance using a virtual social network. There is only a relationship between their grade point average and the exchange of scientific information (exam questions) through social networks. There is also a link between social media use and poor academic performance, social media addiction, learning and receiving questions and course questions. However, the effect of social networks on the quantitative performance of students is moderate and its effect on other educational activities of students is low. Conclusion: Online social networks can be used as an appropriate way of interaction between students, as well as between teachers and students to convey scientific content, share questions and problem-solving skills, and help each other understand the correct path to problem solving. Although in this study, the use of virtual social networks does not have a negative effect on students' quantitative academic performance, but it should be noted that membership in these networks as a group and as a channel if it creates dependency and students spend a lot of time in their school hours. Can affect the quantitative academic performance of students.
Teacher Education
A. Hejazi; R. Saki; S. Hashemi; G. youselyani
Abstract
Background and Objectives: The important status of education in human life is undeniable. In this regard, academic life is one of the most important aspects of people’s life that has a great impact on other aspects of life. As a result, the academic achievement of students has always been the main ...
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Background and Objectives: The important status of education in human life is undeniable. In this regard, academic life is one of the most important aspects of people’s life that has a great impact on other aspects of life. As a result, the academic achievement of students has always been the main concern of families and ,at the same time, the education system. Therefore, identifying the factors that may reduce the students’ academic failure and improve and increase their academic achievement is always of importance and emphasis. Based on the aforementioned issues, the main purpose of this research is studying personal and individual factors, features of learning and knowledge, skill features and personality traits related to teachers ' qualifications in the academic achievement of the third grade high school students (based on data collected from the national entrance exams in order to determine the teachers' share from the perspective of students, teachers, and principals. Moreover, based on the findings of this study, we are aimed at providing guidelines for teacher training at Farhangian University as well as empowering the teachers at the high schools. Methods: The research method was descriptive and causal-comparative. The statistical population of this study included the provinces with the highest and lowest academic achievement. In this study, sampling of students, teachers and school principals was based on the method of multistage cluster sampling. Descriptive statistics, t-test and analysis of variance were used for data analysis. The research instrument was a researcher-made questionnaire to determine the teachers' contribution to students' academic achievement. Findings: The results showed that for the provinces with high academic achievement, the mean scores obtained for individual and occupational characteristics, the knowledge aspect, the skill aspect, and the personality aspect were 57.34 , 27.72 , 43.10 and 40.79, respectively. The mean scores obtained for the provinces with low academic achievement were 32.33 , 14.97, 23.57, and 20.86 for the aspects of personal and occupational characteristics, the knowledge aspect, the skill aspect, and the personality aspect, respectively. The results of the multivariate analysis of variance showed that there is a significant difference between the provinces with high and low academic achievement in terms of the personal characteristics, the knowledge aspect, the skill aspect and the personality characteristics of the teachers. Due to the adjusted averages, the teachers in the provinces with high academic achievement scored higher in these aspects. Therefore, there was a significant difference between the provinces with high and low academic achievement in terms of personal characteristics, the knowledge aspect, the skill aspect and the personality characteristics of teachers (p = 0.001). Conclusion: Individual characteristics and the aspects of knowledge, skill and personality of teachers has a sensible effect on improving the academic achievement of the third-year high school students. Applications of the findings of the present study are as follows: Determining the qualifications required for the teachers can be the guideline for identifying the direction and the strategy of the teacher training and the in-service teacher training programs. According to the research findings, it is recommended to the policy makers of education and teacher training that in reviewing the new program of the teacher training and the in-service training of teachers, special attention should be paid to the impact of personal, scientific, skill and personality qualifications of teachers and increasing their share in the programs for teachers’ professional improvement and development and strengthening the aspect of supervision. The limitations with which conducting this study was faced may have had an influence on the generalizability of its findings since it was not possible for the researchers to control disturbing variables such as intelligence and gender; These variables are likely to have some effect on the results. Also, due to time and place limitations and obtaining the necessary permits, this study was conducted only among the third-year high school students in provinces with high academic achievement, such as South Khorasan, Mazandaran, Yazd, Tehran, and Isfahan and some provinces which have the lowest academic achievement, including the provinces of Bushehr, Hormozgan, Khuzestan, Lorestan and Sistan and Baluchestan. is Obviously, increasing the sample population will certainly lead to more accurate results.
e-learning
L. Dehyadegari; S. Khajehasani
Abstract
Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the ...
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Background and Objectives: The future of the world is based on science and technology and raising the level of science is the basic need of developing countries. So, if the causes of the increase or decrease in the scientific level of students can be identified and investigate the causes of them, the youth will surely be more aware of the use of science and technology in the future and will show more flexibility in using them. Therefore, in this study, we examine the effect of using virtual social media on students' learning level. Methods: The present study is a cross-sectional descriptive-analytical study conducted at Sirjan University of Technology. Criteria for entering the study include: being a student of Sirjan University of Technology, third semester or higher, undergraduate students, students who have access to virtual social networks and the desire to participate in the study. Criteria for leaving the study include: first and second semester students, students who will be transferred during a study, a party, dropping out of school or expulsion, unwillingness to cooperate, incomplete completion of questionnaires and students who are only at the time of sampling. In the whole academic semester, they only have an internship unit. The samples include 200 students studying at Sirjan University of Technology, who were selected by random sampling from the study population (all students studying at Sirjan University of Technology) (if the necessary conditions for Have entered the study). Data collection tools included a two-part researcher-made questionnaire using social networks. The test questions are based on the Yang Internet Addiction Questionnaire, as users of these networks are Internet users. In order to confirm the validity, the questionnaire was given to several faculty members and its validity was confirmed (formal validity). In order to determine the reliability, it was first provided to 40 students and using the retesting method, the coefficient Its reliability was calculated to be about 88%. Findings: According to the amount of the correlation coefficient of the Taukandal (-0.135), the results of the research show that there is a meaningful and inverse relationship between the use of virtual social networks by Sirjan University students (type of use, duration of use, daily use) and their scientific level. Conclusion: According to the results, in terms of the relationship and consequences of virtual social networks with the promotion of scientific level, it can be said that there is a significant and inverse relationship between the two components of membership time and the use of virtual social networks by students of Sirjan University of Technology. As the use and activity of young people in virtual networks increases, so does their learning and promotion. The well-known components of the "use of virtual networks" variable include the length of membership and the amount of use per day confirming the results that the main research hypothesis shows. In other words, the more students attend and use the space of virtual networks and their membership history than these virtual networks, the learning and promotion of scientific level is significantly affected and reduced. But since the correlation coefficient is the type of membership in virtual social networks and the promotion of scientific level and positive learning, it can be concluded that the relationship between the two is direct. This means that the type of social network can have a direct impact on students' learning.
Architecture
H. Pour mehdi Ghayem Maghami
Abstract
Background and Objectives:The "sense of belonging" in architecture is formed in the interaction between man and the environment in environmental psychology and environmental design. By generalizing the concept of belonging based on Dehkhoda’s dictionary, one of the aspects of the sense of belonging ...
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Background and Objectives:The "sense of belonging" in architecture is formed in the interaction between man and the environment in environmental psychology and environmental design. By generalizing the concept of belonging based on Dehkhoda’s dictionary, one of the aspects of the sense of belonging means knowing oneself belonging to the place and the society with which human identity is defined. In children, the sense of belonging to the family and the home as innate institutions of the child's emotional and spatial dependence are at the peak of the concept of attachment. After the children attend school, the family and teachers, as well as the place and body of school for the second social and physical institution, must continue and complement the sense of social and spatial belonging. The concept of a sense of belonging is very important for the second place where students spend a lot of time. The current study expresses the concept of primary school students’ connectedness and tries to define and analyse school environment affordances to increase the connectedness. Methods: The research method is qualitative based on library and case studies. The case studies have been chosen from two categories: initial cases and the ones from abroad so that a comparative comparison would be done. Findings: As the comparative comparison revealed the intersection of the two kinds of case studies focus is on open space or yard. The different between them is that in abroad cases space affordances refer to social interaction, hominess and controlled career while in Iranian cases they refer to religious social interactions and athletic acts. Conclusion: As the results show, the affordances of Iranian schools should be better in increasing connectedness by re-designing these elements: schools entrance, schools wall which link to community, better yards, dynamic corridors, multipurpose classrooms, etc. Reviewing these elements should be followed both in theory and practice. Thus, more student participation is considered as an important social factor and a kind of guarantee to increase their sense of belonging to the school, and schools should provide their physical capabilities for more socialization of students and teachers as members of the school family. Also, due to the importance of the role of open spaces in schools, it is necessary to re-design school yards to meet safe and comfortable facilities and revive students' safe mobility in them.
Electronic learning- virtual
A. Badeleh; N. Nosrat; V. Soleymani Rad
Abstract
Background and Objective: Increasing development of technology has led to appearance of machines calls robots which have influenced different dimensions of human life. Robotics is one of the newest technologies in today’s world that has a great role in industry today and is gradually expanding ...
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Background and Objective: Increasing development of technology has led to appearance of machines calls robots which have influenced different dimensions of human life. Robotics is one of the newest technologies in today’s world that has a great role in industry today and is gradually expanding throughout human life. Robotics is a new tool that can meet many human needs and influence the attitudes and thoughts of people, especially adolescents, and influence their behavior, because adolescents are interested in gaining new experiences and technology, due to new inventions such as robotics, this need is met. Students feel more comfortable with technology and robotics, because this technology quenches their curiosity. The world of robotics is a combination of electronics, mechanics, software and hardware that is constantly evolving. In other words, a robot is an electromechanical device or intelligent software to replace humans, with the aim of performing various tasks. A machine that can be programmed to execute various commands or perform a series of special tasks, especially those that are beyond the natural capabilities of men. Robotics, due to its interdisciplinary nature, has an attractive approach to education, because it requires expertise in the fields of mathematics and aesthetics, while mathematics strengthens problem-solving thinking and aesthetics strengthens creative thinking. Therefore, it can be said that robotics is effective on students' problem-solving and creative thinking. This study aims to evaluate the effect of robotic education on problem-solving of junior-high school students in physics. Methods: This is a semi-experimental and causal-comparative study. The statistical population includes all schools participating in the robotics training program in Tehran. Using cluster sampling, from 5 districts of Tehran, one district was chosen, and then randomly from its schools, 6 schools with 173 students were selected and 120 students were randomly selected among them. Research tools included a researcher-made questionnaire of problem-solving measurement and an educational package of robotic structures in physics. Its validity was confirmed by content validity method by robotics experts and testers and its reliability was achieved 0.95 using Cronbach's alpha. For data analysis, SPSS software was used in two levels of descriptive statistics (indexes of centrality and frequency) and deductive statistics (independent t-test, variance analysis and covariance analysis). Findings: The findings show there is a significant relationship between educational robotic and problem-solving skills, and also, there is no significant relationship between the effect of robotic education on the level of problem-solving skills among girls and boys students. Conclusion: Robotic education has a significant effect on problem solving skills of high school students. The present study, like any other research, has certain limitations such as using only one research instrument, i.e. questionnaire and not using other instruments and geographical and curricular limitations and training costs and robot construction, and need for advanced workshop equipment. There was a lack of original and standard software. Therefore, it is suggested that the present study be conducted in other geographical areas and in other courses and in places with advanced engineering facilities to increase the probability of generalizations. Based on the findings of this study, it is suggested that arrangements be made to investigate the effect of robotics on students' motivation and learning, and to provide accurate information to provide solutions for the correct use of robotics training. In addition, it is suggested that robotics training methods in other countries be considered to promote the effectiveness of robotics training on students.
Information literacy
Z. Batooli; F. Fahimnia; N. Naghshineh; F.S. Mirhosseini
Abstract
Background and Objectives:Despite the emergence and advancement of new technologies and, consequently, the change in lifestyle in recent decades, education systems have maintained the same traditional method of education and have not changed according to the characteristics of the digital generation. ...
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Background and Objectives:Despite the emergence and advancement of new technologies and, consequently, the change in lifestyle in recent decades, education systems have maintained the same traditional method of education and have not changed according to the characteristics of the digital generation. Meanwhile, digital generation features have been effective in learning-teaching approaches. One of the most important and recent developments in the field of modern technologies is the use of gamification, that is, the use of game elements in non-game contexts. Gamification is using game mechanics, game aesthetics, and game thinking to engage people, motivate them, and promote learning, and problem-solving. The use of game elements in educational environments has been found in developed countries and even in developing countries as a special place to face current educational problems. The purpose of this study was to review the studies in the field of ‘Gamification in e-learning’ and to present the content analysis of this field and its effectiveness in education. Methods: A systematic search of articles was done in February 2018. After searching the databases Web of Science, Scopus, PubMed, ScienceDirect, Wiley, Taylor & Francis, and Emerald with keywords Gamification, gamify, and gameful and also online, web, tutorial, module, e-learning, electronic, and e-course, and based on input criteria, 60 relevant articles were selected in this study. The selected articles were analyzed in terms of game elements, gamified e-learning courses, and the purpose of the articles. Findings: Target population in this reviewed article included high school, secondary school, and elementary school students, and also university students from a variety of disciplines, including Informatics and Telecommunications Engineering, Business Management, Building Engineering, Computer, Informatics, Library and Information Sciences, Psychology, Journalism, Construction Engineering, Nursing, and Tourism. In these studies, the effectiveness of gamification on learning various educational topics such as the programming languages, English language, data structure and algorithm, mathematics, economy and politics, psychology, informatics, physics, German language, medicine, and biology, have been studied. The effectiveness of gamification on participation/engagement, learning, motivation, anxiety, peer assessment, collaboration, website optimization, cost reduction, and faculty load were among the subject areas studied in these articles. Effectiveness of game elements on behaviors such as leaderboard on anxiety, point on motivation, leaderboard on learning and engagement, half-anonymity avatar on motivation and engagement and, avatar on motivation are among other topics covered in these studies. Furthermore, a few research has been done on determining the game elements affecting learning and motivation, the possibility of predicting the game elements suitable for different users, and gender differences in dealing with gamification. The game element point, leaderboard, badge, levels, challenge, and feedback were used more than other elements. Other elements of the game used in educational environments include avatar, progress bar, social sharing, unexpected rewards, time limit, freedom to fail, currency, missions, and rules/goals. The number of game elements used in these studies varies. In some studies, only one element of the game has been used, and in other studies, two, three, or even more elements of the game have been used and evaluated. Conclusion: The results indicated the effectiveness of gamified e-learning environments to increase learning, engagement, and motivation of learners. This result is due to the features that are at the heart of gamification; because gamification leads to a change in behavior and extensive learning experiences.
Education technology - higher education
B. Abadi
Abstract
Background and Objectives:One of the main challenges in Iranian higher education system is the fact that students are not entitled to the skills of thinking and reasoning. In particular, this issue manifests itself in situations where learners are expected to critique and redesign old ideas and thoughts ...
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Background and Objectives:One of the main challenges in Iranian higher education system is the fact that students are not entitled to the skills of thinking and reasoning. In particular, this issue manifests itself in situations where learners are expected to critique and redesign old ideas and thoughts with the power of creativity and innovation, and even creating new and innovative ideas and theories. The lack of attention paid by universities and higher education institutions to training and transferring of thinking skills, creative thinking, and problem-solving ability to challenge decision-making situations has made students rely solely on memorization and pre-prepared results. One of the fields of application of thinking is the issue of entrepreneurship, the close connection of which with creativity has clearly been confirmed in the literature. By institutionalizing entrepreneurship education through the transfer of thinking skills to students to create ideas, they are acquainted with the concept of entrepreneurship, by which they are inspired to create innovative ideas and thoughts. In this regard, entrepreneurial universities develop entrepreneurial skills and help students to start new businesses and network with economic agents in order to support university entrepreneurs. If universities and higher education institutions are not able to step towards entrepreneurial development and do not give thought to this issue, there would be no justification for their survival and continued work in long run, as macro-development frameworks will be implemented based on objective economic indicators and criteria. Hence, the six-hat method of thinking relies on students' thinking power to design career topics. This approach, in essence, will help students have the necessary efficiency and skills in thinking about different aspects of a business issue, especially in designing a business plan. For this reason, the present study was conducted with the aim of investigating the effect of six thinking hats (STHs) of De Bono on improving the cognitive abilities and skills of agricultural students in the entrepreneurship course. Methods: In this study, 80 undergraduate agricultural students in the University of Maragheh (the academic year 2016-2017) were randomly assigned to treatment and control groups according to a quasi-experimental design of Solomon's four stages. To assess the cognitive ability of the cases, a business questionnaire for the construction of a fish farming unit was used. SPSS software was used to analyze the data and calculate the effect size of the results. Findings: The results unveil that the approach of STHs makes a significant difference in the knowledge of the cases in four experimental groups on the development of business plan (F = 40.89, df = 79, p < /em> < 0.001). Furthermore, there was a significant difference between pre-test and post-test scores of the participants in different groups (SΔ = 8.16, df = 22, p < /em> < 0.0010) with the effect size of 0.75 ( = 0.75), indicating a significant effect for the STHs on learning. Additionally, the qualitative results of the research manifest that the participants were able to design a standard business plan. Conclusion: It is recommended to use the STHs method in entrepreneurship centers of universities and higher education institutions.
Educational Science
M. Rajabiyan Dehzireh; F. Dortaj; H. Bashirnejad Dastjerdi
Abstract
Background and Objective:The advent of new technologies has led to major changes in the classroom that caused changes in educational structures, patterns of behavior within the education system, and even instructional content. The use of teaching aids reflects the fact that the age of the teacher as ...
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Background and Objective:The advent of new technologies has led to major changes in the classroom that caused changes in educational structures, patterns of behavior within the education system, and even instructional content. The use of teaching aids reflects the fact that the age of the teacher as the only force with educational authority has ended. Traditional educational classes are no longer very effective because they depend on specific time and place and cannot provide a real and appropriate context for learning. New technologies provide rich resources that can provide an opportunity for learners to grow. Today, one of the effective factors in motivating students is to use information and communication technology in education. In addition, one of the important goals of teaching and learning is to help students learn how to think productively by combining high-level thinking (evaluating ideas) with creative thinking (creating new ideas). Using modern information and communication technologies, students and teachers are aided to learn and improve thinking skills. Augmented reality is one of the new educational technologies that has been recognized by educational researchers. The effectiveness of augmented reality can be extended to other types of technology, such as mobile devices. The use of smartphones has led augmented reality applications to overspread in almost every area of study. The purpose of this study thus was the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in students. Methods: The methodology of research was Quasi-experimental, with pretest-posttest and control. The population of the study was all second grade high school students in twelve Tehran city. 60 of them were selected by cluster sampling method and were replaced in two groups (30 person experimental groups and 30 person control groups). The research tools consisted of a perceived motivational atmosphere questionnaire and a high level of thinking by Saramd et al (2011). The experimental group was trained in six sessions of one-hour with educational augmented reality. Data analysis was performed using SPSS24 software and to test the research hypotheses used from multivariate covariance analysis. Findings: The findings of the study showed that the effect of educational augmented reality on perceived motivational atmosphere and high level thinking in the experimental group was significantly higher than of the control group. Also, the effect of educational augmented reality on the component of follow up progress by students in the experimental group was significantly higher than the control group, but on the other components of perceived motivational atmosphere, there was no significant difference between the experimental and control groups. Conclusion: The results showed that augmented educational reality affects the perceived motivational atmosphere and high-level thinking of students and improves the perceived motivational atmosphere and high-level thinking in students. Educational augmented reality also influences one of the components of motivational atmosphere (student follow-up progress). Because the most important advantage of augmented reality is its unique ability to create mixed learning environments using a combination of digital and physical objects, in this way, skills such as critical thinking, problem solving, and communication through shared exercises are easily developed; and with the use of this technology and interaction with it, students' motivation increases. This technology helps students collect, process, and recall information. In addition, it will lead to interesting and joyful learning for students. Using augmented reality in teaching to provide students with teaching materials is one of the best teaching and learning methods; students can solve scientific problems virtually by wearing augmented reality glasses or taking a mobile phone camera on textbooks in the environment. They see the real things and easily understand everything. Therefore, it increases students' motivation and helps them to acquire better skills.
M. Kharazmi; H. Aainalipour; E. Zarei
Abstract
Background and Objective:At the present, the development of entrepreneurship is one of the core programs of developing countries. Therefore, investing on human resources aspects of entrepreneurship has a special place in these programs. Universities are expected to play a pivotal role in developing entrepreneurial ...
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Background and Objective:At the present, the development of entrepreneurship is one of the core programs of developing countries. Therefore, investing on human resources aspects of entrepreneurship has a special place in these programs. Universities are expected to play a pivotal role in developing entrepreneurial capabilities. Universities are expected to provide the entrepreneurial capabilities needed by the society with an innovative trend. Also, the university can create entrepreneurial capabilities including knowledge, skills and entrepreneurial attitudes among graduates and they can promote these abilities in the society as the agents of social change. The purpose of this study was to explain the educational content characteristics with emphasis on entrepreneurship skills in engineering fields and comparing it with the current situation at Hormozgan university. Methods: The method was a mix method. The population in the qualitative sector includes all the top entrepreneurs and college students and in the quantitative part it included all students and professors of Hormozgan university. Participants in the qualitative section were selected by desirable methods, and in the quantitative section, a stratified sampling method was used. The sample size was determined in the qualitative information saturation section and in the quantitative part by the Cochran formula. The data were collected through semi-structured interviews and a researcher-made questionnaire. The validity of the qualitative data was verified by checking members. In the quantitative section, by content and structure validity, and reliability by the Cronbach alpha. Qualitative data were analyzed by thematic analysis and quantitative data by descriptive statistics, t-test, and confirmatory factor analysis. Findings: The extracted categories included the promotion of individual skills, the application of content, the technical principles of entrepreneurship and flexible content. The quantitative results of the quantitative survey indicate the unfavorable condition of the enumerated attributes for educational content. Conclusion: The results of the study showed that from the perspective of the interviewed entrepreneurs and professors, features such as improving personal skills, flexible content, practical content and paying attention to the technical principles of entrepreneurship are among the important features that can promote entrepreneurship skills among students. It is suggested that more attention be paid to increasing individual abilities, including creativity, communication skills, and emotional skills. As the educational content moves away from the theoretical dimension, by introducing students to practical issues in various forms, prepare the ground for further development of entrepreneurial skills. It is also recommended that professors of engineering majors pay more attention to the needs, interests and talents of their students in choosing educational content to reduce the problem of their lack of motivation to learn.
Educational Technology
M. Rahimi; A. Shahryari
Abstract
Background and Objective:With the expansion of technology infrastructure and the increasing penetration of smartphones, the use of new technologies and applications among the general public, especially the younger generation, is increasing rapidly. The use of these applications not only increases social ...
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Background and Objective:With the expansion of technology infrastructure and the increasing penetration of smartphones, the use of new technologies and applications among the general public, especially the younger generation, is increasing rapidly. The use of these applications not only increases social communication in the context of cyberspace, but also can accelerate and facilitate the process of homework and student projects from the beginning (resource search) to the end (report writing). Obviously, the use of new technologies requires the use of special skills and strategies for successful and beneficial interaction with virtual environments and technology. Research on information literacy provides a long list of skills needed by technology users in the 21st century to manage the challenges of using new technology tools. Definitely one of the basic and important skills that is needed when working with word processors is typing words quickly and correctly to enter data and receive appropriate feedback from the system or other users. The ability to type quickly and insert words correctly is essential in the use of cyberspace and the effective use of many applications, and not mastering how to enter information correctly can disrupt the process of installing or running applications. This study aimed at examining the role of autocorrect software use in learning English as a foreign language. Methods: 203 university students of General English courses participated in the study. Their use of autocorrect software was evaluated by Autocorrect Software Use Scale (ASUS). ASUS assesses autocorrect software use with respect to five components including the importance of spelling skills in learning English with autocorrect, students’ awareness of the way autocorrect works, its educational value, its error correction function, and its value in improving English spelling and writing skills. Achievement in learning English was assessed by both formative and summative evaluations in General English course. The data were analyzed by both descriptive (mean and standard deviation) and inferential statistics (correlation and regression methods). Findings: The results of correlation showed that there was a positive and significant relationship between learning English and ASUS and its four components; while the strongest correlations were related to factor 1, the importance of spelling skills in learning English (r= .215, p < .01) and factor 3, educational value of autocorrect software (r= .214, p < .01). The result of multiple regressions revealed that these factors function as the facilitator of learning English and can significantly predict more than 10% of its variance. Conclusion: The present study showed that the attitude towards using automatic word correction software has a significant relationship with learning English as a foreign language. The importance of spelling skills and awareness of the educational value of software was one of the facilitating components of language learning, while the general language course focuses on vocabulary learning, reading, and learning techniques. It is suggested that research be conducted on the role of automated software in classes that focus more on oral skills. The role of these software programs in sending text messages via SMS or micro-blogs (such as Twitter) in language learning should also be examine
Game-based Education
M. Rajabiyan Dehzireh; F. Dortaj; S. Pourroostaei Ardakani; S. Esmaeili Gojar
Abstract
Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary ...
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Background and Objective:The rapid penetration of intelligent technologies has changed many aspects of social life and has led to significant changes in the way, time and place of learning. Educational computer games, which in turn are one of the manifestations of technological progress in the contemporary era, will be an important part of the future education. To this end, educational systems have decided to change their teaching methods and have thought about how to teach and learn and how to prepare the digital generation to live in this culture. To improve and make education effective for today's digital learners, considering the features and capabilities of educational computer games, it seems that one of these methods is to use educational computer games as an educational strategy in educational systems. The purpose of this study was to investigate the effect of the use instructional computer games on cognitive emotion regulation and students' mindfulness. Methods: The research method is Quantitative and semi-experimental method of pre-test-post-test design with control group. The statistical population is all elementary students of Shahriar In the academic year 2017-2016. The sample consisted of 60 students (30 in the control group and 30 in the experimental group) who were selected through targeted sampling. Research tools included Garnefski et al cognitive emotion regulation and Baer et al mindfulness questionnaires. Findings: The research findings show that the use of instructional computergames effects on cognitive emotion regulation and students' mindfulness (p < 0.01). There is a significant difference in the components cognitive emotion regulation and mindfulness between the two groups (experiment and control) (p < 0.01). In positive strategies of cognitive emotion regulation and mindfulness, the moderated mean of the experimental group is more than that of the control group and in negative strategies of cognitive emotion regulation. The moderated mean of the experimental group is less than that of the control group. This shows that the use of instructional computergames effects on the improvement the components of cognitive emotion regulation and mindfulness in students (p < 0.01). Conclusion: Because learners engage in interactions in the educational computer game environment that use working memory cognitive resources for meaningful learning, direct instruction and guidance can play an executive role by providing minor alternatives to compensate for the lack of knowledge-based guidance for the learner by accurately retelling a management example and solving a problem. Of course, educational computer games in certain applications such as navigation tasks, reviewing and processing implicit gestures or processing complex narratives and background information can impose heavy requirements on our cognitive system according to the personal resources needed, here significant player involvement with the game or automating a player's computer skills due to intensive training can help the player solve this problem. During games, especially educational computer games, students gain access to new mental concepts, gain more and better skills, and use positive emotion regulation strategies while playing. The results of the research show that instructional computer games improve the cognitive emotion regulation and Mindfulness in students, it is suggested to use instructional computer games in classrooms.
Electronic learning- virtual
Kh. Abili; F. Narenji Thani; Z.S. Mostafavi
Abstract
Background and Objective:Evaluating the quality of the teaching-learning system is a process that is done to improve the quality and increase stakeholder’s satisfaction with e-learning programs, and in line with the development of university e-learning courses, attention to the evaluation of the ...
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Background and Objective:Evaluating the quality of the teaching-learning system is a process that is done to improve the quality and increase stakeholder’s satisfaction with e-learning programs, and in line with the development of university e-learning courses, attention to the evaluation of the quality of these courses has become important in several ways. First, the managers and staff of these courses need continuous self-evaluation to increase the quality of the courses. Second, the identification of quality e-learning courses at the national and international levels will help to develop the horizons of activities in this field. Finally, the development of e-learning will allow more attention to customer orientation in higher education and education customers can choose the best option by identifying quality university courses. The aim of current study is the evaluation of learning-teaching system from the students’ viewpoint at the Faculty of Psychology and Education in the University of Tehran. Also, the research seeks to find the main related factors and variables with the evaluation of e-learning system. Methods: The current research is applied and descriptive-correlational and the research population included all students who were studying in the academic year 1394-95. The sample included 175 students selected by simple random sampling. In this study, after reviewing the literature about measuring quality at different context, 28 main indicators affecting quality of online teaching-learning systems are identified and after the survey of experts, the final model is designed. This model consists of training, technology, communication, evaluation, management, resource support, ethical and institutional dimensions based on Badhal Khan's model. Then, the research data were analyzed based on the questionnaires and research questions Findings: The results of the structural analysis indicated that the model is fit. Also the results revealed that the management actor had the most and the ethical factor has the least connection to the quality of teaching-learning system from the perspective of the students Conclusion: In general, the results of this study showed that in terms of desirability, students' attitudes about assessment factors in e-learning courses are at a relatively desirable level, which indicates some strengths and weaknesses of the e-learning system in the country that can provide valuable information. This provides for managers and officials of the country's higher education system to adopt principled policies and use appropriate strategies and strategies to improve and enhance the quality of dimensions, and by allocating resources and reviewing the development of appropriate standards and mechanisms for the system have proper planning and e-learning.
Education technology -training course
E. Reyhani; Z. Sharifi
Abstract
Background and Objectives:One of the most important concepts in mathematics, which has always been difficult for students to understand, is the concept of limit. Due to the connection of this concept to many other concepts such as infinitely large and infinitesimally small, continuity, derivative and ...
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Background and Objectives:One of the most important concepts in mathematics, which has always been difficult for students to understand, is the concept of limit. Due to the connection of this concept to many other concepts such as infinitely large and infinitesimally small, continuity, derivative and integral, its correct understanding and comprehension is of particular importance and this has led to its teaching and learning by math educators. Although this concept has been explored many times in educational research by researchers, it is still difficult for students to understand. There are several ways to identify problems in understanding concepts, including the concept of limit. One of these methods is to study how concepts and structures are formed that students create to learn concepts in their minds. The aim of this study is to assess students, understanding of the concept of limit in the third year of secondary school based on the APOS theory. APOS theory is a theory of learning that is used in academic mathematics. The theory categories students’ understanding of concept across the levels, and is able to models mental structures that person to understand of the concept. Method and Materials: This research is a descriptive study using survey. The sample of this research is 234 students in third grade from Qarchak city who have been randomly selected. The instrument is a researcher-made questionnaire with six questions. The reliability of the test was estimated by Cronbach’s alpha and is approved in the amount of 0.82. Findings:The results show that most students do not have a good understanding of the concept of limit and they mostly can do the limit problems correctly, if they have a routine way to solve them. The weak structures affect not only their understanding of the concept, but also depend on the understanding of the concepts such as continuity. Conclusion: When introducing the concept of limit, the teacher can prevent the construction of correct schemas of the concept of limit by using slang and giving the initial idea. Because the role of the teacher in constructing a concept of limit is very important, if the teacher teaches in an inappropriate way, it may prevent the student from absorbing the concept of limit. Another reason for stopping the growth and development of the concept is the continuous evaluations in educational environments that do not emphasize the need for conceptual understanding of the concepts and are limited to routine methods to achieve better results. For this reason, doing research in the field of teaching and learning any concept in mathematics, such as the concept of limit, can lead to more effective teaching strategies.
Electronic learning- virtual
A. Jafari; A.H. Andalibian
Abstract
Background and Objectives:Education of children is one of the most important concerns of our country's families today. This concern is mostly due to the future dependence of children on their level of success in education, although these concerns are a promising and pleasant point for the promotion and ...
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Background and Objectives:Education of children is one of the most important concerns of our country's families today. This concern is mostly due to the future dependence of children on their level of success in education, although these concerns are a promising and pleasant point for the promotion and advancement of their children and the education system as a whole. In another form, it provides a kind of anxiety and worry for families and students as if a person completes the study process and his way to university is difficult, they can no longer be a successful person and an effective citizen. Socially, one of the problems of educational systems in any country is academic failure; an efficient educational system with the lowest drop and the highest efficiency. When it comes to academic failure, it includes various aspects of failure such as complete absenteeism, early school leaving, repetition of the basic level, and the low quality of students' education with which is associated with. The computer and the Internet is one of the means of communication in the modern age that has been used by humans. This device has caused speed and accuracy in work and the expansion of communication, in a way that has turned the planet into a global village. And its spread has caused problems in communities. One of these problems is the drop in education among students. The present study aims to identify the role of computer games and educational failure of high-school students of Tehran. Method and Materials: The research method is correlational and survey data collection method has been used. The statistical population of the study includes 27535 Tehran’s high-school students (Region 3). The sample size was estimated to be 385 by Cochran formula, selected by multi-staged cluster sampling method The data gathering tool was a researcher-made questionnaire. Face validity and content validity were confirmed by some experts and supervisors. In addition, its reliability based on Cronbach’s alpha for social class was .80, for Internet & game questionnaire was .71 and for educational failure questionnaire was .72. Data were analyzed by SPSS software, quantitative and descriptive statistics, multiple Pearson correlation test, T-test, and One Way Analysis of Variance. Findings: The results show that 88% of students have access to the Internet. Their primary access means include mobile phones and the average use of the Internet is 4 hours and 23 minutes. 41% play computer games, 65% use mobile phones and 17% use PlayStation to play games. The daily average of playing computer games is 2 hours and 55 minutes. From among the games, war games have been allocated the highest frequency. Conclusion: The results showed that there is a significant relationship between computer games, types of computer games, Internet access, gender, age, major, social class and educational failure of students. What is certain is that today the role of computers in human life is undeniable and has taken up a large part of human time in life and computer games have become a ring of entertainment for people of this era, especially students. In recent years, we have witnessed the entry of many computer games into the market, which in leisure and entertainment, is the companion of different segments of society from childhood to adulthood, both students and non-students. In addition to the positive effects that the computer has on the transmission of information and familiarity with the world around students and the performance of daily life, its excessive use can have negative consequences such as academic failure, that was the result of this study.
Educational Technology - Public education
E. Reyhani; F. Fathollahi; F. Kolahdouz
Abstract
Reasoning and proof in mathematics education are important at all educational levels, from school to university. Understanding mathematics without emphasis on reasoning and proving is almost impossible. The purpose of this study was to investigate the university students’ conception of mathematical ...
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Reasoning and proof in mathematics education are important at all educational levels, from school to university. Understanding mathematics without emphasis on reasoning and proving is almost impossible. The purpose of this study was to investigate the university students’ conception of mathematical proof. For this, a survey method was used. The participants of this study were 170 students collected from four universities; Shahid Rajaee Teacher Training, Shahid Beheshti, Science and Technology and Amirkabir University of Technology as available samples. The data collecting Instrument was a questionnaire based on the modified version of Roy and et.al (2010). In this questionnaire a theorem with its proving was presented and then the students were asked to answer the questions about the process of making the mathematical proof. A model was used to evaluate the students’ answers to questions based on Ramos and et.al (2011). It is consists of both global and local aspects. This model investigates seven different levels of understanding of the process of making mathematical proof. The findings of the study showed that most of the students had a local comprehension of the proof. In fact, they understood the relations between the concepts and statements in the proof. But a small percentage of them had a more holistic comprehension of the proof. It seems several factors, including the lack of attention to the assumptions of the theorem, their inability to provide logical reasoning and rational organization of statements of the proof, and most importantly, the lack of students’ knowledge may be insufficient in this inability.
Educational Technology Psychology
E. Reyhani; F. Hamidi; F. Rashedi
Abstract
Understanding negative numbers and doing operations on them is one of the fundamental subjects in mathematics that students face many problems when they encounter them at school. One of the problems that leads to very serious learning difficulties in mathematics is those misconceptions students may have ...
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Understanding negative numbers and doing operations on them is one of the fundamental subjects in mathematics that students face many problems when they encounter them at school. One of the problems that leads to very serious learning difficulties in mathematics is those misconceptions students may have from previous inadequate teaching, informal thinking, or poor remembrance. Recognition of misconception and the origins that create them in the fields and at different levels of education, can improve learning. Misunderstanding in this study is incomplete or incorrect interpretation of a concept that cause systematic errors in the performance. This study investigates the student’s understanding and misconception of negative numbers. Descriptive statistics, survey, is used as a method of this study. The population of the study is all second level students of guidance school in the academic year 1391-92 and all the seventh level students of Darmian town in the academic year 1392-93. 443 students in second level of guidance school and 55 students in seventh level were chosen as a sample of the study based on cluster random sampling. A self-designed questionnaire by the researcher is used as the instrument for the study, the questionnaire was based on “Bofferding” and “Kilhamn” questionnaire. Results showed that most of the students don’t have a true understanding of negative numbers in school and face problems in applying their knowledge to solve mathematical problems. Also the results of the current study showed that some of the students consider "-" as a reducing operator and some consider "+" as an increasing operator.
Electronic learning- virtual
M. Rezaee; M. Shobeiri
Abstract
: The aim of the present research is to become familiar with the awareness, type of attitude, and the environmental behaviors of the students of Markazi Province’s Payame Noor University and examine the degree of the effect of Viber, Line and Instagram application on these variables. This ...
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: The aim of the present research is to become familiar with the awareness, type of attitude, and the environmental behaviors of the students of Markazi Province’s Payame Noor University and examine the degree of the effect of Viber, Line and Instagram application on these variables. This research is an applied research regarding to its objective and the survey method among the descriptive data collection methods was used for the purposes of collecting the data. The population of the present study included 26701 students of Markazi Province’s PayameNoor University and 377 samples were selected randomly through the Cochran sample size formula and were examined. The instrument used in this research is a questionnaire made up of five sections which was piloted prior to the study in order to increase its reliability and validity. The data were analyzed through using the independent samples T test in order to examine the effects of using Viber, Line and Instagram on the dependent variables of the study (awareness, attitude, and environmental behavior) and the Pearson test was used to examine the effect of the resultant of using the three under- study software on the dependent variables by using the SPSS software. Based on the findings of the study the attitude and behavior of the students were higher comparing to their awareness and there was no significant relationship between using Viber, Line and Instagram software and the students’ environmental behavior, attitude, and awareness.
Technology-based learning environments
F. Dortaj; E. Lakpour; A. Bohlouli
Abstract
Abstract: In developed countries, there is a developing global movement for change in the educational structure, the transformation of societies from traditional societies to knowledge-based societies result in the emergence of the use of the new communication environment. Smart school can be considered ...
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Abstract: In developed countries, there is a developing global movement for change in the educational structure, the transformation of societies from traditional societies to knowledge-based societies result in the emergence of the use of the new communication environment. Smart school can be considered a learning atmosphere that will make it possible to realize a knowledge-based society. This study examined the impact of smart schools on academic achievement in Lorestan province. The population of this study is comprised of all high school students in Lorestan. The study sample consisted of 208 students that 99 people of them were smart schools' students and 109 people of them were traditional school students. The research tool in the study was the questionnaire which specified the social class with the validity and reliability of 89%. The research method of data collection for the study was causal - or post-hoc comparisons application of research. Smart school and traditional schools students’ GPA, were compared by using T-test in two different major: mathematic and scientific. Results showed that the average GPA of students in smart schools significantly differed from the traditional school grade point average and smart schools had a positive impact on students ' grade point average.
Educational Technology Psychology
J. Jarareh; A. Mohamadi
Abstract
The Present research aim is to study the effect of training strategy of cognitive – behavioral on test anxiety reduction among female high school students. The present study is a semi-experimental study. The statistical population of 70 female students of Tehran high school was selected by the ...
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The Present research aim is to study the effect of training strategy of cognitive – behavioral on test anxiety reduction among female high school students. The present study is a semi-experimental study. The statistical population of 70 female students of Tehran high school was selected by the multi stage randomized method and assigned into 2 groups as experimental and control (each group 35 people). Instrument of data collection in this study was Ahvaz test anxiety scale (ATAS). The questionnaire was completed in two stages before, and a week after the intervention by both groups, and then the data analyzed. Results showed that the average of test anxiety has significantly decreased in the experimental group (p<0/05). Training cognitive-behavioral strategies can be effective on the reduction of test anxiety of students. With regard to this paper we suggest that using training cognitive-behavioral strategies can be useful for test anxiety reduction of students and increase their performance in exams.
