فهرست مطالب marzieh talebzade shoushtari

This study aimed at the effectiveness of flipped and traditional instructions over perception of class and academic attitude among the girl students of Farhangian University. The investigation was performed with pre-test & post-test plan having control group. Statistical society included all girl students of Farhangian university, Fatemeh Zahra center in first semester of 2019-20 academic year. A sample of 36 students was selected through purposeful sampling, then randomly divided into two experiment & control group. Data were gathered using Fraser, Fisher & McRobbie’s perception of class (1996) and Akbari’s academic attitude (2004) questionnaires. The interventional group received flipped instruction as 8 sessions of 120 minutes, weekly. For the control group traditional instruction was performed. The data were analyzed through multivariable analysis of covariance (MANCOVA), single variable analysis (ANCOVA) and Bonferroni's post hoc test. Findings showed significant difference between effectiveness of flipped (P<0.05) versus traditional instruction (P<0.01) on problem-based learning and self-determination. Based on the results of this study, flipped education has more effectiveness on perception of class and academic attitude, compared with traditional instruction.

The main of this study was to evaluate the effectiveness of motor perception training on math disorder and test anxiety in primary school students with learning disabilities in Tehran. The present study was a quasi-experimental study including a pretest-posttest design with a control group. 40 qualified students with learning disabilities who referred to learning disabilities centers between years 1397-1398 in Tehran were selected through available and purposeful sampling methods and were assigned in motor perceptual experimental group (n=20) and the control group (n=20). The follow-up stage was also performed one month after the test. To complete the data, IQ test questionnaires (Wechsler, 2003), math learning disorder (Conley, 1988) and standard test anxiety questionnaire (Sarason, 1957) were used. SPSS software was used to analyze the data. Findings of the statistical tests of multivariate analysis of covariance in the groups of motor perception and control training in the post-test and follow-up stages show that these groups are significantly different from each other in at least one of the dependent variables. Thus, in both of these stages, there is a significant difference in the variables of math disorder and test anxiety between the groups of motor perception training and control indicating the continuation of the effect of motor perception training in the experimental group. Therefore, it can be concluded that motor perception training is used to reduce math disorders and test anxiety in students.