mohammad arab ameri

The present study was conducted with the aim of investigating the effectiveness of teaching solved examples and explanations on the cognitive load and internal motivation of students in teaching English lesson. The semiexperimental research design was a 2x2 generalized randomized block design, during which there were 4 groups by lottery method self-explanation-normal group, self-explanation-false group, educational explanations-normal group, and explanation group. Educational-false ones were divided. The statistical population was all eighth grade students of Semnan city in the academic year 2018. 120 people were selected as a sample by random sampling. Education about solving the problems of English lessons was presented to the students in the form of solved examples. Questionnaires- the cognitive load questionnaire of Pas and Van Merenboer (1993) and the internal motivation questionnaire of Koas and Dyswick (2009) were implemented. The reliability coefficient using Cronbach's alpha method was reported as 0.90 in the cognitive load questionnaire and 0.83 in the internal motivation questionnaire, and its content and face validity were also confirmed. In order to analyze the data, the mean and standard deviation and the variance analysis test were used using SPSS-23 software. The results showed that the average of educational explanations (14.55±2.68) in normal solved examples is more than in the solved examples with errors (14.20±2.30). Is. Also, the mean of self-explanation in the solved examples with errors (22.40±3.26) is more than the normal solved examples (18.05±3.11). According to the obtained results, explanations can be used as effective solutions on students' internal motivation and cognitive load in teaching English and in school curricula to empower students. be included in solving scientific problems.

Learning can only maintain its functional originality when it leads to permanent changes, and such changes are only possible if accompanied by self-explanation. The current study was conducted to investigate the effect of self-explanation and the solved examples on students’ transfer, intrinsic motivation, and cognitive load in English courses. It was an experiment in the form of a 2×2 generalized random block design. The population consisted of all 8th-grade students in Semnan, Iran, from whom 120 students were selected applying random sampling – by considering a figure for each student, writing each figure on a piece of paper, putting all inside a pack, mixing them together, and drawing one piece out each time to get 120 candidates. Teaching English was done using the “Solved Examples” method. The instruments applied  to collect the data included the Intrinsic Motivation Questionnaire by Kuvaus and Dysvik (2009), the Cognitive Load Questionnaire by Paas and van Merrienboer (1993), and the researcher-made questionnaire of near and far transfer. The statistical analysis of the data was conducted using the Two-way Analysis of Variance (ANOVA). The findings indicated that the format of presenting content (ordinary and erroneous solved examples) and self-explanation are correlated significantly with the near and far transfer, cognitive load, and intrinsic motivation (P<0.01). Based on the obtained results, it can be argued that self-explaining and presenting solved examples are useful strategies to enhance students’ transfer, intrinsic motivation, and cognitive load in learning English, and can be included in the curriculum of schools to empower students in solving intellectual problems.

The  purpose  of  this study was to determine the efficacy and coping  skills training to improve stress problem -  based coping strategies in  all  of  mothers  with  children who are learning – disabled . This  study is  quasi  -  experimental  (pre – test – post -  test with control  group) . The  population  includes  mothers  with  learning  disabilities  children   in  Shahrood  city  in   primary  school ,  in the 2013 – 2014  that  they reffered  to learning  -  disabled center  in shahrood  city  . Sample  size  of  30 randomly selected  mothers  in  the  two  groups  ( in each group 15 mothers ) .  experimental  group    participated  in eight sessions , Finally , after  3  weeks , both groups were  assessed  with  Lazarus stress  and  coping  strategies  efficacy and they answere  to  coping  skills training  questionnaire .   Data were  analyzed  with  Spss  20 software for as  descriptive statistics , t - tests and  covariate  analysis ( ANCOVA ).  The  results showed  that  the  problem  -  based  coping skills training  ,  improved  the  stress coping strategies of mothers  with learning disabled children . The findings shows  that  it  can  improve problem-based  coping  skills with  training program  for mothers  with  learning  disabilities  and  other problems can  be    used.