taleb zandi

The current research was conducted with the aim of measuring the effectiveness of flipped instruction on Students’ academic performance and motivation. Flipped instruction is defined as a pedagogical approach in which traditional classroom activities and students' homework are done in reverse. In this educational approach, the basic concepts and content to be learned are often provided to the learners through the capabilities and technologies of electronic learning before entering the class, and the classroom time is dedicated to doing homework and applying and deepening Students’ learning. In this research, a semi-experimental research method with a pre-test-post-test design with a control group was used. The statistical population of this research included all fourth-grade male students of public schools in the 18th district of Tehran, including 21 schools. Using the multi-stage cluster sampling method, two classes each with a capacity of 28 students were randomly assigned to experimental and control groups. Both experimental and control groups were trained for one semester (15 weeks). For the experimental group, instruction was provided by using the flipped instruction method and for the control group by using the conventional and non-flipped method. The students' academic performance was measured by using their scores in the functional written test of the science course, and their motivation to the course was measured by using the Keller's course motivation questionnaire. This questionnaire includes 36 items and the range of scores obtained by each person is from 36 to 180. Answers to the questions are designed using a 5-point Likert scale ranging from false (score 1) to completely true (score 5). Items 3, 7, 12, 15, 19, 22, 26, 29, 31, and 34 are scored in reverse. The higher score showed the higher learner's motivation towards the course and instructional materials, and the lower score showed the lower motivation towards the course and instructional materials. Zandi et al. (2016) reported the reliability of this tool using Cronbach's alpha 0/70. The findings analyzed using descriptive statistics and covariance analysis and done by SPSS software. The results of covariance analysis showed that there is a significant difference (F=183.77, P<0.01) between the scores of the experimental and control groups in the academic performance in the science course. The obtained eta coefficient of 0.593 means that about 59% of the variance of the students' academic performance scores in the science course is related to group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on academic performance than the conventional and non- flipped method. In this regard, it seems that by receiving instructional materials electronically and before the face-to-face part of the classroom, the learners have had enough opportunity to engage with the content and focus and reflect on the expected learning activities. Then, by participating in the face-to-face classroom and discussing and exchanging ideas with their classmates and with the guidance and facilitating of the teacher, as well as by doing homework related to the subject of learning in a cooperative and collaborative manner, and then receiving the necessary feedback from the class, learners have been able to understand and Improve and complete their understanding of learning content.Also, the results of covariance analysis showed that there is a significant difference (F=0.001, P<0.01) between the scores of the experimental and control groups in motivation to the course in science. The obtained eta coefficient of 0.514 means that about 51% of the variance of the students' course motivation scores in the science course is related to the group membership and as a result of using the flipped instruction technology. Also, by referring to the average pre-test and post-test scores of the experimental and control groups, it is clear that the flipped instruction method has more effectiveness on the motivation of the learners toward course than the conventional and non- non- flipped method. it seems that Learners who have benefited from flipped classroom, due to receiving and studying the learning content in different ways, including in the form of video materials and other forms of media, studying at personal pace, and followed by participation in the cooperative environment of the face-to-face classroom, showed more enthusiasm and motivation to learn, and as a result, they were more satisfied with learning in this way. In the flipped instruction model, learners have access to educational materials anytime and anywhere, especially through educational videos sent by the instructor, control over playing and stopping videos, as well as the ability to repeat viewing them many times, they have experienced a flexible and stimulating learning environment. The results showed that the flipped instruction technology has a positive effect on the Students’ academic performance and motivation. In general, flipped instruction technology is a new method for teaching and learning in the digital age that can facilitate and improve the learning.In general, compared to conventional and traditional methods, flipped instruction increase the motivation for the course and improve the academic performance of the learners. Adopting this approach to teaching and learning allows learners to discuss the subject of the lesson with each other, and it also provides the possibility for teachers and trainers to play a guiding and facilitating role. In this regard, on the one hand, due to the predominance of the learner-centered paradigm and the necessity of designing instruction based on the constructivist approach in the modern teaching-learning system, and on the other hand, due to the availability of more access of educators and learners to the capabilities of digital technologies and electronic learning environments, especially after the Covid-19 pandemic, the use of the flipped instruction approach in educational systems around the world is gradually expanding. Now, many educators and teachers use this approach and encourage others to use it in their classrooms. This educational approach can somehow inspire educators and teachers to change from traditional methods to learner-oriented methods and approaches by integrating new technologies in classrooms. Therefore, it is suggested that in Iran's educational system, by providing the necessary infrastructure and holding training courses and workshops for teachers and school officials, this effective educational model should be used more and better.

The present study was conducted to examine the digital divide in access to and use of information and communication tools and capabilities among high school students in terms of gender, type of school, grade and socio-economic status. The research design was causal-comparative and the statistical population of the study consisted of all high school students, who were attending high school during the academic year 2018-19 in Sanandaj, Iran. Samples of 300 students (160 boys and 140 girls) were selected from that population randomly, using a multi-stage cluster sampling technique. Data were collected by ICT Familiarity Scale and Socio-Economic Status Questionnaire. The collected data were analyzed by descriptive statistics and analysis of variance (ANOVA) tests. The results showed a significant difference in the level of access to ICT at home in terms of the type of school, grade and socio-economic status, but there was no significant gender difference. Also, there was a significant difference in the level of access to ICT at school in terms of the type of school and socio-economic status, but that was not significant in terms of gender and grade. In addition, there was a significant difference in use of ICT (at home and school) in terms of the type of school, grade and socio-economic status. However, there was no significant gender difference in use of ICT among students. In general, the results of this study showed the digital divide in the access and use of ICT in high schools and educational policymakers can use this evidence to make policies that promote educational justice.

The present study was conducted with the aim of evaluating e-learning courses based on Merrill's first principles of instruction and Keller's motivational design and its correlation with learning progress and satisfaction in higher education. In this correlational research, 546 undergraduate students of Iranian universities participating in e-learning courses were selected as a sample by multi-stage cluster sampling method. The evaluation of the quality of the courses was done using the evaluation tool for effective instruction quality based on first principles of instruction and motivational - volitional design for which the reliability coefficient was 0.79. The learning progress was measured using learning progress scale for which the reliability coefficient was 0.75. The level of satisfaction from the course was measured by course satisfaction scale for which the reliability coefficient was 0.83. The results of correlation tests, analysis of variance and multivariate regression showed a positive and significant correlation between the integration of first principles of instruction and motivational-volitional elements with learning progress and student satisfaction. Meanwhile, the activation, demonstration, integration, problem solving, attention, communication, self-regulation and environmental control principles and elements showed the highest correlation with these variables. In general, the results indicated a significant relationship between first principles of instruction and motivational design with the quality of e-learning courses.

Paying attention to educational stimuli is the first step in the process of perception and learning. Many researches have been done in the field of learning styles and learning preferences, however, little research has been done in the field of learners' attention using new cognitive neuroscience tools such as eye tracking devices. The purpose of this research is to investigate the effect of visual elements on the attention of students with a visual learning style in virtual classes using an eye tracking device. To achieve the goal, the quasi-experimental method, single subject with A-B-A design was used. The data collection tool in this research was Felder and Solomon's learning style questionnaire and eye tracking device. First, the participant with the dominant visual style was identified., then, in accordance with the ethical principles, the participant was trained at each stage during 8 sessions in the virtual classroom, and the level of attention of the participant to different visual and textual points was evaluated with an eye tracking device. To analyze the data, repeated measurement analysis, visual diagram analysis and heatmap analysis were used. The findings of the research showed that with the addition of visual elements such as the instructor's camera to the content , the learner's attention to the entire page increases F(2,14)=5.087,p= 0.022.

The aim of this study was to determine the role of demographic factors in the use of ICT among high school students. The research design was causal-comparative and 300 high school students from Sanandaj participated in this study. In order to collect the research data, Socio-economic Status and ICT Familiarity questionnaires were administered. The results showed that there is a significant difference between male and female students in the variables of first age using ICT, the length of time using Internet during academic days, and the length of time using the digital devices for academic purposes. In addition, there was a significant difference between the academic grades in the variables of first age using ICT and the length of time using the digital devices for academic purposes. Also there was a significant difference between the students of specific and normal schools in the variables of the first age using ICT and the length of time using Internet at out of the school during academic days and between socio-economic classes in the variables of the first age using ICT, the length of time using Internet at out of school during academic days, and the length of time using digital devices for both academic and general purposes at school and out of school according to socio-economic status.

The purpose of this study was to combine the volitional strategies and messages with motivational design in e-learning and its effectiveness on student’s cognitive load and volitional dimensions. In order to achieve this goal, a mixed method - convergent triangulation design - was used. The statistical population of this study was students of Shahid Modares campus of Farhangian university of Kurdistan. In the quantitative phase, a quasi-experimental design with a control group was used. In this regard, firstly, three classes with a capacity of 85 students selected through available sampling method and then randomly one class assigned to experimental and two classes assigned to control group. In the qualitative section, 9 people were selected through Purposive sampling and Interview conducted with them. The quantitative data was collected by use the volitional control questionnaire and cognitive load questionnaire, and qualitative data by use the semi-structured interview. Quantitative data analysis was done by using covariance analysis and using SPSS software version 21. Qualitative data analyzed by Inductive content analysis through open coding. Findings indicated the effectiveness of combining volitional control strategies and messages with motivational design on student’s cognitive load and all dimensions of volitional control.

The main goal of this study was to examine the effectiveness of teaching of science course with combining Keller's motivational design model on achievement emotions of elementary students. The study had a quasi-experimental design with pre-test, post-test and control group. Research population was included all of the Fourth grade male students of the elementary schools in sanandaj during the academic year of 2016-17, witch among them a fifth grade class with 32 students as a experimental group and another class with 31 students as control group were selected using a multi stage cluster sampling method. Achievement emotions questionnaire – elementary school was used as research tool. The teaching program with combining four elements of Keller's motivational design model was conducted for students in the experimental class during 8 sessions (each 45 min) and 2 sessions per week while the control group was trained without teaching by combining elements of motivational design in the classrooms. Data analyzed done with covariance analysis method. The results of multivariate covariance showed that there is a significant difference between two groups in the dependent variable (classroom emotions). The results of one way covariance analysis in the text of mancova also showed that there is a significant difference between the two groups in the post-test scores of different classroom emotions and by combining elements of motivational design has been able to increase the students' positive emotion of enjoyment and reduce the negative emotions of anxiety and boredom in the experimental group in the classroom situation (P>0/05).

The purpose of this study was the investigation of the relationship between learning styles (active- reflective and sequential-holistic) and computer anxiety in undergraduate students of faculty of Psychology and Educational Sciences، Allameh Tabatabaee University. To do so، a sample of 310 students was selected using multi-stage cluster sampling. Measurement tools in this research included Felder - Soloman learning styles questionnaire (1999) and Heinsen and colleagues computer anxiety questionnaire (1987). The research data were analyzed with descriptive and inferential statistics (mean، frequency، standard deviation، independent t test، and point biserial correlation coefficient) and the following results were obtained: There was a significant relationship between active-reflective learning style and students'' computer anxiety، i. e.، students with reflective learning style had more anxiety than those with active style. There was also significant relationship between sequential-holistic learning style and computer anxiety، so that students with holistic learning style had a higher computer anxiety than those with sequential learning style. There was no significant relationship between gender and computer anxiety.

The purpose of this study is to investigate the relationship between (intuitive - intuitive and visual - verbal) learning styles with computer anxiety in undergraduate students Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. The statistical society of this study was all of the Undergraduate students of Faculty of Psychology and Educational Sciences, Allameh Tabatabai University. For sampling in this study, multi-stage cluster sampling was used. Sample size in this study was 310 student. Measurement tools in this research include learning styles questionnaire Felder -Silverman and computer anxiety was Hansen and colleagues. This research data using descriptive and inferential statistics were analyzed. The results indicated that there exists a relationship between students computer anxiety and learning styles. There also exists a relationship between sensory learning styles - intuitive and computer anxiety. Students with verbal learning style,have a higher computer anxiety than students with visual style. There is a relationship between gender and computer anxiety.