جستجوی مقالات مرتبط با کلیدواژه « پیشرفت تحصیلی » در نشریات گروه « علوم تربیتی »

The purpose of this research is to investigate the effectiveness of self-monitoring training on the attention and academic progress of students with special learning disorders. The research method was a single-subject type (multiple baselines) with intervention and follow-up. The statistical population of the current study includes all the fourth grade male students with math problems in the 20th district normal school, who were selected by purposive sampling of 4 boys according to the entry criteria. The tools of this research were Jordan's Attention Deficit Disorder Index (JADDI), the Stanford-Binet Intelligence Scale, 5th edition (SB-5) and teacher-made test for evaluating the subjects' math lessons. This study was conducted in three stages: basic, intervention and follow-up. In order to analyze the data, visual analysis and calculation of PND and SMD effectiveness indices were used for the average standard differences. Comparison of the results of three stages showed that self-monitoring training increased the attention and academic progress of all four subjects. Considering the effectiveness of attention self-monitoring training on the attention and academic progress of students with specific learning disorders (math disorder), it can be concluded that primary school teachers should use attention self-monitoring training to improve the attention and academic progress of elementary students with specific learning disorders.

The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts.

The purpose of the present study was to impact the components of critical approach on academic achievement of the fourth grade female students in Tehran.

The present research method is causal-comparative. The statistical population of all female students was the fourth grade elementary school in Tehran, with a total of 5,000. The research sample was selected based on the multi -stage cluster sampling method. The sample size of the research was determined by 381 people based on the Karaji Morgan table. The tool used in the present study was the California Critical Skills Skills Test and the Testing Examination Test of Science. Research data were analyzed using dependent T test and variance analysis.

Research Findings showed that critical thinking components (analysis, inference, evaluation, deductive reasoning and inductive reasoning have a significant positive effect on the academic achievement of student science at 95 % reliability.

 The results show that the coefficients of critical thinking are positive, in fact indicate that by increasing them, the academic achievement of empirical sciences also increases. Using the formulas and methods of critical thinking, learners are learning that the power of reasoning and the power of avoidance enhances the extent of a problem, which is due to the cognitive development of individuals. In other words, by using critical thinking, one gradually increases the power of understanding.

Student evaluation of professors is one of the common tools of universities to improve the quality of teaching in classrooms. Since in Iran's higher education system, student evaluations are used for annual promotion, contract extension or change of status, and the promotion of professors' scientific rank, the correct analysis and interpretation of the results of these evaluations is of foremost importance. This longitudinal research, which is a panel study, has analyzed the relationship between students' grades and their teacher's evaluation in the following semesters. The statistical population of the research was made up of more than 200,000 pairs of "Student's Final Grade-Teacher's Evaluation Grade" which were obtained from students in the conditions of face-to-face education before the pandemic. After conditioning and sifting the data, the final analysis has been done on the grades-evaluations of 3098 students during four semesters as a research sample. The regression analysis of the random effects model showed that with a one-unit increase in the final grade of the student, his/her evaluation grade of the teacher's teaching in the next semesters increases by about five percent. Additional analyzes showed that the grade can create a special mental attitude in the student, which can affect the student's evaluation of the professor even three semesters later. It seems that university administrators, educational councils, and university admissions boards should revise the guidelines for calculating and interpreting data from student evaluations, taking into account the various consequences of grade inflation at the university level.

Teaching students' positive thinking competences is very useful to strengthen and improve positive communication with themselves, positive communication with others and their life, as well as increasing their self-esteem and academic success. Considering the importance of positive thinking and its broad aspects, including its role in adolescent adaptation, the present study investigated the effectiveness of teaching positive thinking and emotional self-regulation competences on creativity, reducing anxiety and academic achievement in senior high school students in Tehran.                                  The scores of experimental variables were evaluated in pre-test and post-test stages. The statistical population was high school students in Tehran. The statistical sample of this study includes 45 students (15 people in the first group) positive thinking competence, (15 people in the second group) emotional self-regulation competence and 15 people in the control group. For sampling, first, two high schools were selected by convenience sampling method and 45 high school students were randomly selected from the senior high school students and placed in experimental and control groups. The research instruments were Beck Anxiety Inventory (BAI) and Abedi Creativity Questionnaire that were administered to both control and experimental groups before and after providing positive thinking competences training to experimental group.    Descriptive and inferential statistics including mean and standard deviation and analysis of covariance and multivariate repeated measures analysis test were used to analyze the data. The results showed that teaching positive thinking and emotional self-regulation competences has a significant effect on creativity, reducing exam anxiety and academic achievement in students.

The aim of the present study is to use the meta-analysis method to combine the quantitative results of various studies on the relationship between the five-factor model of personality and academic achievement. In order to achieve this goal, in the present study, the findings of 36 quantitative studies were used, from which 167 effect sizes were calculated. The statistical population of this research is all the articles available in SID database, Irandoc, Mogiran. After checking the entry and exit criteria, the selected statistical indicators were analyzed with CMA version 2 software. The analysis of the data from the researches showed that the average effect size of the studied researches is 0.11 for the fixed effects model and 0.12 for the random effects model. . Also, the existing relationships between the components of the five-factor model of personality (extroversion, neuroticism, openness to experience, adaptability, task orientation) with academic progress are 0.11, -0.13, 0.15, 0.18, and 27. 0 was obtained. Due to the heterogeneity of the effect sizes, gender and the type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between the five-factor model of personality and academic performance in the researches where female subjects were used for the research. It is more than other researches. Also, the effect size of the relationship between these two variables was found to be the same in studies that used students as samples.

Previous studies have highlighted the effects of cooperative learning (CL) on improving academic achievement and enhancing students' learning and academic performance, but have not shown how this happens. CL can be beneficial for all students, regardless of their gender or level of knowledge. It encourages students to work with others in a cooperative environment, share their ideas and information, and achieve a clearer understanding and more sustainable comprehension of subject matter. However, these benefits are evident when CL is properly implemented. Research Queations: 1. Do students who are educated through CL have greater academic achievement in teaching methods course compared to students taught using traditional methods? 2. Do students who are educated through CL have greater academic achievement in educational planning course compared to students taught using traditional methods? 3. Is the effect of CL on the academic achievement of male and female students in teaching methods and educational planning courses different? 4. How do students describe their experience with CL in teaching methods and educational planning classes?

This mixed-method study, conducted with an explanatory approach, first collected quantitative data and then qualitative data to explain the results of the experimental study and identify the impact of CL on students' academic achievement. Eighty-eight undergraduate students in the field of education were selected for the study in two experimental and control groups using available sampling method. The students of the experimental group were taught for 16 sessions through the CL approach. The control group was also taught in these two subjects by the traditional method, which is usually lectures. At the end of the semester, the students of the experimental group, whose number was 44, participated in a semi-structured interview to recount their learning experiences after the intervention.

The results showed that the students of the experimental group had better performance in both subjects including teaching methods and educational planning course. No significant interactive effect between teaching method and participants' gender was found. Students' perception also showed that CL not only creates an empathetic, safe and pleasant learning environment and strengthens students' personal and communication skills, but also improves their learning quality.

Some studies have supported the findings of the present study and have revealed the effect of CL on the academic achievement of students, and others have focused on non-academic effects such as strengthening communication skills, a pleasure interactive environment, strengthening perseverance and the spirit of effort. While qualitative data of the current study can provide a starting point for using other qualitative methods such as observation for a deeper understanding of the CL environment, they implicitly show that cooperative learning can be implemented in university classrooms.

The purpose of the present research is to study the effectiveness of participatory learning techniques (cooperation) compared to monologue methods on the motivation and students’ educational achievement in the course of Religion and Life. The research method is semi-experimental using pre and post-test with a control group. The research statistical population consists of female students in the 2nd grade of high school in Mah Valāt. 104 students were chosen from Hazrat Hojjat high school using the convenience method, among whom an experimental group (26 members) and a control group (26 members) were chosen as the sample. Data collection instruments were 2 questionnaires of Pham and Taylor Academic Performance Scale and Harter’s Motivation Scale as well as course assessment after each method of teaching. For data analysis, SPSS, multivariate analysis of covariance (MANCOVA), and univariate analysis of covariance were used. The results indicate that based on statistical analysis, teaching the course of Religion and Life by a participatory method has a significant effect on the variables of students’ motivation and academic performance. This effect significantly increased variables of motivation and academic performance in the experimental group compared to the control group. With respect to Eta coefficient, it can be said that 52.7% and 43.5% of the difference in the average of moderated scores after post testing the variables of motivation and academic performance in the experimental and control group is attributed to the participatory learning and teaching method. The courses that are taught based on monologue methods decrease the students’ motivation and their academic performance. As a result, they don’t show interest in learning and fail in education. However, the research results show that if teachers make use of new methods in their teaching, it leads to the improvement of students’ motivation and betterment of their academic performance. Since it is required to adopt active teaching methods like participatory learning technique (cooperation) to teach the book of Religion and Life, it is recommended that some in-service-training classes be held for teachers to acquire new and active teaching methods in this regard.

One of the concerns of virtual education during the Corona was the teaching of laboratory courses in universities, which made teaching and learning a challenge. The purpose of the research is to investigate the effect of virtual training in the plant physiology laboratory course on the academic progress and satisfaction of Biology students of Farhangian University.

The research method is observational-cross-sectional research with a descriptive-analytical approach. The statistical population is all the teacher-students of the bachelor's degree in biology education of Farhangian University, Shahid Beheshti Center, Tehran, who registered in the plant physiology lab in the first semester of 1400-1401 and were selected by the full number method. The educational content of the lesson was designed in a virtual way and taught in one academic semester for the statistical population. The measuring tools and methods of the variables included the researcher-made cognitive-skill test to evaluate academic progress and the researcher-made questionnaire of satisfaction. The validity of the instrument is considered through content validity and its reliability through Cronbach's alpha (0.85).

The findings show that plant physiology laboratory training in a virtual way has had an effect on increasing the grades of students and their satisfaction in the three areas of learning, knowledge, skills, and attitudes. The highest level of satisfaction was observed in the field of knowledge and the lowest level of satisfaction was observed in the field of skill.

It seems that with the appropriate design and explanation of a strategic plan, it is possible to deal with the challenges of virtual teaching of laboratory courses to a certain extent and provide the basis for improving the teaching and learning of students in laboratory courses in a virtual way.

To show the advantages of multi-grade classes over the single grade ones, a group of 108 students in such classes was carefully selected and their educational emotions and achievement measured. Data analyses show that overall achievement in multi-grade classes is significantly higher than that of the students in single grade classes. Furthermore, girls significantly achieved more than boys. As for the educational emotions, boys showed to be more anxious, just as were the sixth graders compared to those in the fifth grade. The sixth graders in the single grade group also showed more anxiety than those in the multi-grade group. This was reverse among the 5th graders. Girls in both 5th and 6th grades in the single grade group showed more enjoyment than those in the other group. However, the boys in both groups showed reverse results across grades.

School Life Expectancy, enthusiasm for school and academic self-concept can affect the academic progress of students in different ways. Therefore, the aim of the present study was to predict academic progress based on hope for education and enthusiasm for school, with the mediating role of academic self-concept in elementary school.

The research method was correlation and structural equation model. The statistical population of the research was elementary school boys in district 5 of Tehran in the academic year of 1401-1402. Among them, 240 male students were selected by multi-stage cluster sampling method according to Tabakenbek and Fidel (2001) who considered the minimum sample size to be 200 sufficient for modeling structural equations.. Students completed the questionnaires of Kharmai and Kameri's School Life Expectancy (2016), enthusiasm for school, Wang, Wilt and Eccles (2011) and Hisen Chen's School Self-Concept Inventory (2004); And the academic progress was determined based on the students' GPA of the previous semester. Data analysis was done in the form of path analysis with Imus24 software.

The results showed that the fit indices of the model are in the appropriate range, which indicates the appropriate fit of the research model to the data. The coefficient of the total path between School Life Expectancy and academic achievement is significant, as well as the coefficient of the total path between enthusiasm for school and academic achievement. School Life Expectancy and academic self-concept explain 25% of the variable of academic achievement, and passion for school and academic self-concept explain 19% of the variance of the variable of academic achievement.

In order to improve the academic progress of students, it is possible to strengthen them. School Life Expectancy, enthusiasm for school, and academic self-concept by planning and applying measures and holding educational classes in school.

The present research was conducted with the goal of explicating the role of educational leadership in the students’ educational achievements. Due to the dispersion and diversity of the findings presented by the past studies about the role of educational leadership, the focus of this article is on the combination and integration of the results of previous studies in this field through a meta-analysis. The research sample of this research includes all studies that have dealt with the relationship between educational leadership and students’ academic results. These studies were obtained by searching in the foreign and domestic scientific databases and among them 44 sources were selected as research samples. The findings of this literature review show that educational leadership using a leadership style can play a role, directly and indirectly, in the educational achievement of students.In fact, according to the findings of this research, four leadership styles, which are integrated leadership, distributed educational leadership, contingency leadership, and behavioral leadership can help improve the effectiveness of the educational leader in the educational progress of students. Also, the findings indicate the direct effect of educational leadership through the leader’s personal characteristics, skills and actions; and the indirect effect of educational leadership through improving school conditions, classroom conditions, also improving teacher effectiveness, and interacting with social partners.

The aim of this study was to determine the effect of augmented reality content on students' cognitive load and academic achievement. The research method is quasi-experimental with pre-test and post-test design with control group. The statistical population was the students of educational sciences of Farhangian University who were selected by possible random sampling method of single-stage clusters of 126 people. Data collection tools were cognitive load questionnaire and academic achievement test, the validity of which was confirmed by experts and the reliability coefficient of the questionnaire was calculated by Cronbach's alpha method 92% and the test by split–half method was 0.96. Mean, standard deviation, one-way analysis of variance and Tukey post hoc test were used to analyze the data. The results showed that augmented reality content reduces cognitive load and increases academic achievement. Therefore, professors and students are recommended to use augmented reality content to accelerate, consolidate and deepen teaching and learning, because the design, production and application of augmented reality principles can make a great difference in teaching and learning.

The present study was conducted with the aim of investigating the role of academic progress and family culture on academic motivation. The present research method was descriptive and correlational and applied in terms of purpose. The statistical population of the present study included all the fourth, fifth, and sixth-grade students of the Shahdad district in Kerman, Iran. The sampling method was available and the number of samples was 353 considering the size of the population and Morgan's Table. Tools used in the research were Wallerand's (1992) academic motivation questionnaire, Pham and Taylor's (1990) academic progress, and the family culture subscale of the family conditions questionnaire (Noorbakhsh, 2013). Data analysis was done using a correlation test and multiple regression using Inter method. The results of the findings showed that academic progress and family culture had a significant relationship with academic motivation and were able to explain 69% of academic motivation. These results show the need for scholars to pay serious attention to enriching the family culture and academic progress to increase academic motivation.

Research shows that one of the individual characteristics of learners that affects the educational interventions effectiveness is the learning style of learners. Learning styles is one of the interesting research fields in behavioral sciences; Therefore, due to the increasing amount of research in the learning styles field, it is necessary to conduct combined research in this field. This research was carried out by the meta-analysis method with the aim of numerically combining the quantitative results of researches in this field. The research population is all post-graduate theses and articles in the field of the relationship between learning styles and academic achievement indicators in the country between 1371 and 1401 years. From the initial 189 studies, 98 cases were included in the meta-analysis based on the inclusion and exclusion criteria, and 384 effect sizes were obtained from these studies. The results showed that the summary effect size of learning styles with academic achievement was .19, although subsequent analyzes showed that the effect size is different in learning styles various. The largest effect size is related to Jackson's style profile and the smallest effect size is related to Fleming's styles with academic achievement indicators. The implications of this meta-analysis show the relatively low impact of learning styles on academic achievement and emphasize the need to investigate the role of mediating variables in the relationship between these two variables.

The purpose of this study was to investigate the effect of strategic computer games on critical thinking and academic achievement of students with math disorder. The research method was semi-experimental with a pre-test, post-test design with a control group. The statistical population of the research includes all fourth, fifth and sixth grade student s of Aran and Bidgol primary schools who had math problems in the academic year at 2021. From this community, 30 person were selected as the research sample using available sampling method and randomly assigned to two experimental and control groups with 15 member. For Data collection have been used from Wechsler Adult Intelligence Scale (WAIS), Ricketts critical thinking questionnaire (2003) and grade point average as the criteria for the academic progress of students in two semesters of the academic year. The data was analyzed by using SPSS version 25 statistical software and by calculating descriptive and inferential statistics indices (Analysis of Covariance). The findings of the research showed that the average of the post-test in the variables of critical thinking (M=23.3) and academic achievement (M=3.20) increased compared to the pre-test and this increase is significant (P<0.05). The results of the present study showed that strategic computer games are effective on critical thinking and academic progress of students with math learning disorders by providing a suitable environment for the growth of the ability to discover, argue, problem solving and provide various methods to understand the relationships between the components of a problem. Therefore, it is suggested that use this category of games in the formal education program of students with math learning disabilities.

The present research was conducted with the aim of comparing the effectiveness of cognitive remediation and mindfulness-based cognitive therapy in improving cognitive flexibility and academic progress in students with specific learning disabilities. This study was a semi-experimental design with a pre-test, post-test, and follow-up using two experimental groups and one control group. The statistical population consisted of all elementary school students identified with specific learning disabilities in Zanjan City during the academic year 2020-2021. Sixty students were purposefully selected and randomly assigned to experimental and control groups (each group consisting of 20 participants). The experimental groups received 12 sessions of cognitive remediation and mindfulness-based cognitive therapy interventions, while the control group remained on the waiting list. Data were collected using the Wisconsin Card Sorting Test (WCST) and monthly teacher assessments and were analyzed using SPSS 24 software and repeated measures analysis. After the interventions, the cognitive flexibility and academic progress of students with specific learning disabilities increased significantly. There was a significant difference in the post-test scores between the experimental groups and the control group with the cognitive remediation approach being more effective. (P<0/05). The cognitive remediation and mindfulness-based cognitive therapy program was effective in improving cognitive flexibility and academic progress in students with specific learning disabilities. Therefore, it is recommended that learning disability centers use mindfulness-based cognitive therapy as an effective and cost-effective therapeutic approach, and even as a complement to the process of improving the cognitive functioning of students with specific learning disabilities.

The purpose of the present study is to investigate the relationship between task value and goal orientation with academic achievement with the mediating role of self-efficacy in students of Khorram Abad Azad University. The research method was a correlational description. The statistical population was 12,000 students of the Islamic Azad University, Khorramabad branch. The sample size was selected based on Klein's model and with available sampling method (online method) of 350 people. To measure the research variables, students' last semester's GPA, Pintrich & DeGroot's task value scale, achievement goal questionnaire–revised Elliott and Murayama and the general self-efficacy scale of Sherer & Maddux were used. Data were analyzed with Pearson's correlation coefficient and structural equations using SPSS and Amos software version 24. Based on the data analysis, there is a significant relationship between the task value, goal orientation and self-efficacy with academic achievement (P<0.01). Also, the direct paths of this research were significant and the indirect paths of task value and goal orientation through the mediating role of self-efficacy on students' academic achievement were significant. Finally, the final research model had a good fit (RMSEA = 0.061 and P-value < 0.05) and 39% of the variance of academic achievement was explained by the task value and the goal orientation with the mediating role of self-efficacy. Therefore, it can be concluded that the studied variables have a theoretical intersection and paying attention to the effect of these variables on students' academic achievement can be used in future planning and cover the gaps.