مجله آموزش پژوهی
پیاپی 34 (تابستان 1402)

The purpose of this study was to investigate the effect of cognitive rainfall education on reducing mathematical anxiety in students. The research method is quasi-experimental with pretest and posttest with two groups. The statistical population of the study consisted of all elementary students of Golestan province who were randomly selected from the cities of Golestan province by cluster sampling method. Finally, 40 students were selected as the sample. The research tools included the revised Bid 2D mathematical anxiety scale questionnaire designed by Bai in year 2. The validity of the questionnaire was evaluated by experts in the field of education and psychologists in the field of education and final confirmation was made after minor modifications. Data analysis was performed using SPSS version 23 software in descriptive analysis (variance, standard deviation, skewness and elongation) and inferential (one-way analysis of covariance). The findings showed that cognitive rainfall education had a significant effect on students' mathematical anxiety. The results showed that cognitive rainfall education has a positive and significant effect on reducing mathematical anxiety in students.

The aim of this study was to predict creative problem solving in female high school students based on critical thinking and learning styles. The present study was an applied research in terms of purpose and a correlational study in terms of method. The study population consisted of all female high school students in Arak in the academic year 1399-00, from which 106 people were selected by simple random sampling using the sampling formula of Fidel and Tabachenik (2007). The tools of this research included Hepner and Peterson (1982) Creative Problem Solving Questionnaire, Ricketts (2003) Critical Thinking and Felder and Solomon (2003) Learning Style Questionnaire. Multiple linear regression test and one-way analysis of variance were used to analyze the data using SPSS25 software. Findings showed that based on critical thinking and learning styles, students' creative problem solving can be predicted. Also, the results of sub-hypotheses of the research showed that the dimensions and components of critical thinking and components of learning styles are able to predict creative problem solving in students. Therefore, it can be concluded that by promoting critical thinking and changing learning styles can help students' creative problem solving flourish.

Virtual education is a substitute for personal training in certain conditions. the aim of this study is to analyze and investigate the student learning network (happy)from the perspective of match - learning standards. the research method is descriptive analytical and the tool used is the standard checklist of عباسی and بادله training. The researcher را the Happy Program with individual articles of this software and then analyzed the conformity or mismatch of the Happy Program with standard clauses. the study shows that the شاد program is designed and implemented according to 35 articles (out of a total of 45 articles of this standard. Given that the analysis showed that the program was developed in accordance with the technical standards of mobile software and does not match the پداگوژیکی articles. Therefore, this program is not designed and implemented according to standards of education management system. It is suggested that with the help of specialist training technology expert, the following capabilities are added: the storage of content and classes at the location, embedding the progress bar for the student, the usability of a few students in a family, as well as increasing program speed in

The current study was conducted to investigate the flipped learning method's effect on elementary school students' self-esteem with a quasi-experimental method (pre-test and post-test by a control group). The statistical population included first-grade female students of Padna Semiram district, the sample includes 30 students who were selected through available sampling and each was randomly divided into experimental and control groups of 15 students. The data collection tool was Cooper Smith's self-esteem questionnaire, which is designed in five components (social, school (educational-occupational), family, general and total) and the results of Aghadadashi's research (2004) show the acceptable validity and reliability of Cooper Smith's self-esteem list. For flipped teaching, the researchers designed an educational package with the cooperation of two curriculum studies experts and the class teacher, and after coordinating and verifying formal and content validity for the intervention, it was implemented in seven 40-minute sessions. The findings of the covariance analysis test showed that flipped learning has been able to have a significant effect on the self-esteem variable also flipped learning can increase student's self-esteem

The purpose of this research was to effectiveness of Philosophy for Children Program (P4C) and metacognitive skills on Improving Academic Performance and Social Adjustment of Divorced students. Method of the study is half trial pre-exam after the test with the control group. The statistical population of this research included all children of divorce in the elementary school of Malek Abad city in 2022- 2023 academic year . Among the elementary schools of this city, Mahdeyh school has been selected as an example.Then the California Test Personality " social adjustment" (Clark et al., 1953) and the Educational Performance Test (Dartaj, 2013) were administered as a pre-test for both groups. At the end of this course, both groups completed the above questionnaires as a post-test. The results of the analysis of covariance showed that the combined teaching of philosophy for children and the teaching of metacognitive skills improves the academic performance of elementary school students and increases their adaptability and tolerance. Therefore, paying attention to the effectiveness of teaching philosophy through collaborative research and metacognitive skills on the social adjustment and academic performance of divorced students is of particular importance.

AbstractThe present study was conducted with the aim of investigating researches related to financial literacy in the curriculum of Iranian schools. The method of qualitative research and meta-analysis and the statistical community included 1650 source works, firstly, 80 sources were selected based on the abstract, then 25 sources were selected based on the content, and finally 18 sources were selected as related sources as a statistical sample. Studies and researches have been carried out in different cities of Iran, which have been the most frequent at the national level and in Tehran province. The criteria of the field of researchers are the responsible authors, 55.6% of their fields of study are educational sciences. including financial empowerment, financial communication, financial knowledge, financial supervision, financial trust, financial behavior education, financial literacy curriculum design, measuring students' financial literacy, income and expenses, prioritizing financial literacy components, credit and debt management, risk management, Needs assessment of students' financial literacy curriculum, examination of students' financial literacy status, appropriate solutions to improve students' financial literacy, analysis of financial literacy components in textbooks, financial literacy decision-making through curriculum, relationship between financial literacy and demographic characteristics of students.

The goal is to identify and prioritize the educational needs of students. The research is applied in purpose and descriptive-survey in terms of nature. The community was all the pre-service teachers of Neishabur city, who were surveyed using the full number method. The pre-service priorities were identified and then these needs were set in the form of a questionnaire. The validity of the questionnaire was measured with the help of experts. Confirmatory factor analysis was used to check and confirm the identified needs from the teachers' point of view, and Friedman's test was used to prioritize it. The results of exploratory and confirmatory factor analysis and Friedman's prioritization test showed that the educational needs of secondary school girls are identified from the teachers' point of view. The result showed that cultural factors, religious-belief factors, behavioral factors, emotional-psychological factors and social factors are the main factors of educational needs of secondary school students from the teachers' point of view, and there is a difference between knowing the native culture, knowing the religious beliefs, and developing the students' self-regulation skills. , D. Participatory and group and analysis of social values have first priority.