جستجوی مقالات مرتبط با کلیدواژه « academic achievement » در نشریات گروه « ادبیات و زبان ها »

In most definitions, learning style is a person’s preferred or usual way of learning. As we know, people do not learn in the same way, but prefer different methods to learn. In the learning process, each person may choose the method that they find most appropriate for themselves and abandon the methods that they do not feel comfortable with. If learners are aware of their learning preferences, they can choose appropriate methods to deal with specific learning situations and activities. The complexity of thinking and learning in humans on the one hand and the lack of interest and usefulness of textbooks and their concepts, on the other hand, as well as the inefficiency of some teachers, lack of transparency in educational goals and other factors such as learners’ desire and motivation, cause many failures. Learners do not achieve the desired results in Arabic classes and hence their aversion and coldness towards this lesson. The statistical population is all tenth grade male students in Sarpol-e Zahab city in the academic year 1399-1400 (N = 385). Using cluster sampling method and based on Morgan and Jersey table, 181 people were selected as the sample. To determine the validity, the questionnaire was provided to several experts in the field and the experts confirmed the validity of the questionnaire. Cronbach’s alpha test was used for reliability and 0.79 in sequential-general style, 0.73 for active-reflective style, 0.81 for visual-verbal style and 0.80 for intuitive sensory style were achieved, respectively.

The present study, adopting a mixed-methods design, mainly aims at determining the possible predictors of EFL students’ academic achievement in teachers’ emotions and stroke, and exploring the students’ perspective of the role of teachers’ emotions and stroke in their academic achievement. In so doing, a number of 232 BA English-major students were selected to participate in this study based on convenient sampling and six students were participated in the qualitative phase based on data saturation. The obtained results from Pearson Correlation Coefficient showed that there was a statistically significant association between teachers’ emotions, stroke and academic achievement. Furthermore, the results of Multiple Regression revealed that the best predictor of academic achievement was teachers’ emotions. Finally, after determining the inter-rater agreement and inter-rater reliability of the data, the results emerged from the students’ responses offered 11 common codes. At the end, some practical implications are offered for EFL students and teachers.

The psychological factors, relationships with colleagues and the culture of the target language, play an active role in academic achievement. The main issue of this study is to determine the psychometric properties of the scale of these factors in learning Arabic for Iranian students at the undergraduate level. This study used the mixed exploratory sequential design. The initial items were designed in the form of a qualitative research and semi-structured interviews with specialists in teaching the Arabic language and literature and experts in educational psychology. The final form which contains (83) of items was determined. To ensure its validity and reliability, a sample of (100) students at undergraduate level was conducted through the official virtual educational spaces and the sampling method. Results (83) essential items were selected based on the Lawshe criterion with (CVR) above (0.6), and the total (CVI), by using software (SPSS), was equal to (0.83) which is acceptable. The internal reliability of the scale was calculated through Cronbach's alpha, and all values were higher than (0.8), which indicates the internal reliability of the scale factors. The (CR) and the (AVE) of the scale factors were higher than (0.8) and (0.5) which Shows the scale’s convergent validity. (CCV) indicates a significant relationship between scale factors and averages of the research sample. In total, the final scale has (32) items with (64.22) of the variance of the total scale. Accordingly, the scale has the appropriate psychometric properties to determine the essential factors that affecting the academic achievement.

Academic achievement has been addressed for several decades in the paradigm of psycho-pedagogical research in Anglo-Saxon countries, particularly in the United States and Canada. In Iran, research on the subject was born almost two decades ago, and this, more at the primary and secondary levels than at higher education. Canada has adopted given its socio-economic contextual diversity resulting from the reception of immigrants, a more qualitative approach than the United States in its studies. The factors influencing academic success are closely related to the socioeconomic context of student populations, their academic discipline, their needs and expectations of the university. Thus, researchers have studied the impact of a variety of factors on the success of students in various disciplines. Social integration in academia is a factor frequently cited for improving their perseverance in several studies, including that of Tinto (1997). Given the emphasis of Anglo-Saxon research on the subject and assuming that this impact exists with regard to Iranian students of FFL as well, we intend to study in the present research, adopting the analytical descriptive method and a qualitative and quantitative approach, the role of this factor on their perseverance and academic achievement and we will finally propose solutions for increasing their social integration in the academic environment.

The aim of this study is to investigate the status of motivational orientations (extrinsic, intrinsic, amotivation) and their subspecies, based on the theory of self-determination and their relationship with academic achievement in two groups of language students and Learners. Subjects include a group of 48 Iranian learners of French language and another group of Chinese learners of Persian language. Noels' The Language Learning Orientations Scale (LLOS-IEA) was utilized to collect the data. For examine the research questions and hypotheses, some statistical tests were performed: Kolmogorov-Smirnov tests, one-sample t-test, correlation tests and linear regression to, and independent t-test. The analyses were performed by SPSS.22 software. The results indicate that both groups are at the desired level of internal and external motivation and are not motiveless. Also, the motivational regulations of Knowledge, Accomplishment, Stimulation, and identified regulation in both groups are at a good level, but the t-test is not significant for introjected regulation. External regulation is also effective among Persian learners and ineffective among French learners. Also the results show that there is a significant correlation between the three variables of motivation and academic achievement of these learners. Comparing orientations of the two groups shows that French learners have a stronger internal motivation, while the external motivation of Persian learners is more than the other group.

The aim of this study was to investigate the effect of Arabic language teaching with Jig Sao participatory teaching model on the academic achievement motivation of ninth grade students. The research method was quasi-experimental with pre test-post test design with experimental and control groups. The statistical population was all male students studying in the ninth grade of Harsin city. To achieve this goal, first a sample of 30 people was selected by multi-stage cluster random sampling and then divided into experimental and control groups. The research tool was Wellernd motivational questionnaire. Pre-test of academic motivation was performed by the researcher in two experimental and control groups. In the experimental group, the teacher first presented his her lesson to the students and used the Jig Saw participatory teaching model as a complement to the taught concept. In the control group, he used his usual method to teach the concepts of the Arabic language. The academic motivation test was performed by the researcher and the data were analyzed using Spss software. Data analysis using repeated measures showed that after training there is a significant difference in the results of academic achievement motivation of the experimental group compared to the control group. The effect of repetition with a value of F equal to 37.57 at the level (p ≥ 0.001) is significant. The findings of this study generally confirmed the validity and reliability of the Jig Sao participatory education program as an effective tool to increase students' motivation for academic achievement.

This study aimed at studying the relations between creativity of male and female high school students majoring at Humanities, Mathematics or Science with their academic achievement. 320 students (176 male and 144 female) were selected through cluster sampling who responded to creativity questionnaire. Academic achievement was measured by students’ GPA. Data were analyzed through Pearson Correlation Coefficient, Stepwise regression Analysis and Analysis of Variance. Results revealed Fluidity and Expansion, as components of creativity, were respectively the most powerful predictors of academic achievement. Multivariate Analysis of Variance showed components of creativity were not different by students’ major of study. Additionally, results of Analysis of Variance indicated there were no gender differences in components of creativity. This research provides useful and effective evidence to principals, teachers, and educational planners that forces them to pay special attention to creating an environment based on mutual trust and respect in schools, and that they have an understanding of ability. Have different people and talents and pay attention to these individual differences in teaching, evaluation and academic guidance, and allow the student to express and develop his / her abilities. This personal and individual attention to and providing a relatively calm atmosphere enables students to discover themselves, which may lead to the concept of self-concept, and apart from this growth and flourishing, individual skills affect academic performance.

The objective of this study is to compare the effect of distance education and face-to-face instruction on the academic achievement of French language learners in terms of both oral production and comprehension. In terms of applied object, this research carried out pre-test and post-test and in terms of research methodology it utilized the quasi-experimental method. The population of this study consisted of 891 learners who applied for the TEF test in Iran in 2018. The sampling method was convenient sampling consisted of 30 people. The experimental group participated in a 10-session distance learning courses; on the other hand, the control group was trained face-to-face during these 10 sessions. To measure students’ academic achievement, the cumulative grade point average of scores on the two-skill trial TEF test was used as a pre-test and their average of the main TEF test was used as the post- test. A statistical analysis of covariance test on the data from this study shows that the distance education method is effective and that its effectiveness is not different from the face-to-face instruction method.

The aim of this study was to investigate the effect of teaching based on participatory learning of Jigsaw type in learning Arabic grammar among students of Persian language and literature. This research is a quasi-experimental type of pretest posttest design with a control group. The statistical population of the study consisted of students of Persian language and literature at University of Hormozgan in the academic year of 2018-19. Using random sampling method, two experimental and control groups were formed. The sample includes 36 students. The experimental group consisted of 18 students using Jigsaw strategy, and the control group including 18 students used the traditional method. The results showed that the participatory learning of Jigsaw type as an active learning method supports students’ intrinsic motivation, deep learning and social skills. There is a statistically significant difference in the progress test in favor of the experimental group using the Jigsaw strategy. This study has highlighted the need to implement the Jigsaw strategy in teaching Arabic grammar.

The purpose of this study Prognosis of academic achievement based on coping strategies, test anxiety and documentary styleswas to predict academic achievement based on coping strategies, test anxiety and documentary styles of Esfarayne Secondary High School in the academic year of 97-96. The research method was correlation type of predictor. The statistical population of this study was all girls in the second high school of Esfarayne city in the academic year of 97-96, which was 1000 students. Of this sample, 250 individuals were selected by multi-stage cluster sampling. Data collection was done by a lightweight questionnaire Seligman et al. Documents were used, coplanational strategies and a clean mathematical academic achievement questionnaire were used. Pearson correlation coefficient and multiple regression analysis were also used to analyze the data using SPSS software. The results showed that academic achievement is predictable due to coping strategies, document styles , test anxiety and test anxiety.

One of the most common childhood and adolescent disorders is attention deficit /hyperactivity disorder. It is a type of neurodegenerative disorder that may appear in a variety of forms.The primary symptoms are a lack of focused attention, inappropriate behaviors and impulsivity.Many problems occur at home, at school, and in relation to peers. Therefore, timely diagnosis and treatment will play an important role in alleviating these problems.The purpose of this qualitative study was also to improve the relative dysfunction/ inattention of the student. The case study method and its implementation In order to answer the research questions using scientific methods such as observation, interview and questionnaire, and using various sources such as books, journals, theses, newspaper-internet, etc., necessary data were collected on the problem and By analyzing them, the effective factors on the problem were identified Drug abuse, malnutrition and poor sleep and family environment have been identified as contributing factors to this problem and, as a result, play therapy,cognitive techniques, balance and balance exercises, relaxation, focus strengthening, and so on. They were selected for the treatment of this disorder; after ensuring the validity of the selected solutions using different parameters and with the help of the parents, the solutions were implemented and based on the available evidence and with the help of the Parental Conflict Questionnaire, the hyperactivity disorder was identified. Inattention has been somewhat improved and impulsive behavior decreased.Thus, the findings of the study showed that a combination of the above methods has been effective in treating the individual.

The present study seeks to explore the role of TBLT method on students’ reading comprehension skill. In so doing, 80 Iranian EFL learners from two intact classes participated in the study, in which the learners from the two classes were randomly assigned to one control group and one experimental group. The researcher in the control group class followed her regular teaching practice through the conventional book-based method. However, in the experimental group class, the researcher applied task based method. Results of the comparison of the both groups indicated that although the students' scores has improved on the IELTS posttest, there was statistically significant difference between the experimental group’s performances in reading skill. Accordingly, the higher mean score, suggests that the task based method and the collaborative activities have the potentials to help learners develop a better learning of English reading skill. On top of that, findings of the questionnaires and also interviews with teachers revealed their positive attitude towards implementing the mentioned method .