جستجوی مقالات مرتبط با کلیدواژه « Action research » در نشریات گروه « علوم تربیتی »

The purpose of this research is to increase the encouragement of the sixth grade primary school students in terms of mathematics and its activities.  The present study was conducted in the academic year of 2021-2022 in the sixth grade with a frequency of 35 students.  The problem is the lack of interest, the inattention, and the passivity of most of the students mentioned in the course of the activities of the mathematical lessons as well as not satisfactory results of their performance tests. Accordingly, the researcher using the method to obtain the necessary data, scientific materials are available from various sources of research, such as colleagues and administrators, mathematics head teachers, students and their parents, books, journals, internet, analyzing the scores and assessing the results of the tests were analyzed to identify the effective factors in creating the problem and to find the proposed solutions.  Then, several practical solutions among suggested ones were selected.  In the end, it was concluded that the use of various teaching methods, tailored to the purpose of each lesson, provides functional activities to students, taking into account their individual differences, their needs and interests, as well as appropriate incentives.  Enhancing the visual and auditory memory and raising the attention of the learners in the form of targeted games have been very effective in increasing their interest in mathematics and performing their work activities

The goal of this research is investigate teacher as a scholar and its role in reducing the gap in educational theory and practice . The present research method is analytical and conceptual and linguistic analysis and transgressive logical analysis. Documents analyzed included views of experts, books, background studies and related research in the field. Findings of the research showed; teacher as action researcher is faced with shortcomings in reducing the gap in educational theory and practice and requires modification and reconstruction by a scholarship approach through its strengths and abilities. Teacher as a scholar due to have features such as interpersonal nature, the existence of four arenas of exploration, integration, application, teaching and learning, the ability to provide results to others, to be in the praxis paradigm, to follow the common academic model in research and to have certain stages in conducting scholarship can, while resolving the teacher's weaknesses as an action researcher, it also reduces the gap between educational theory and practice. the view of the teacher as a scholar, while removing the gap between the education system and higher education and creating a bridge between them, has put the application of the knowledge generated in practice into action

One of the important and fundamental prerequisites for learning is academic motivation, which has an obvious effect on learning. If the students are highly motivated towards studying, it makes them pay attention to the teacher's teaching and explanations, do their homework seriously, and seek more information about the subjects. One of the ways to increase academic motivation in students is the use of humor-based education, which, in addition to fostering critical, analytical and divergent thinking, attracts the attention of students in the classroom, reduces stress, builds a friendly relationship between the teacher and students, and Finally, to increase the durability of the learned material in the student. Therefore, the aim of the current research is to evaluate the effect of humor-based education on students' academic motivation in the fourth grade social studies course. The current research method is participatory action research in the three dimensions of diagnosis, implementation and evaluation, after which strategies were shown that can be used to increase students' academic motivation by using humor-based education. The use of stories, jokes, etc. related to the lesson content, the use of humorous students' abilities to express humorous content related to the lesson content, and the use of visual humor can be considered as effective examples of the use of humor in education. It is suggested that in Farhangian University units for the necessary training to use this tool be provided to student teachers so that they can use this effective tool in primary education correctly.

The present study was conducted to solve the problem of one of the second grade students of Shahid Motahari primary school in Amlash city in the academic year 1399-1400. In this study, the non-submission of audio assignments by the student on the Shad educational network is investigated and its purpose is to investigate and explain the causes of the student's problem and to take action to solve it. The research method is qualitative and action research type. Data was collected through observation of student performance in a Shad virtual classroom and video interviews in virtual networks with parents and searches in scientific databases. As a result of data collection, the causes of the student's problem were identified to be the coronavirus pandemic, virtual education, and parental occupation were identified. To solve the problem, a podcast was used to motivate the student to send homework. The results showed that the use of podcasts made with the student's voice has a positive effect on creating interest in the student's audio assignments on the Shad educational network.

Education is the most important tool to achieve balanced and sustainable development and scientific and technological progress. Sustainable development cannot be achieved without the development of education and both without the institutionalization of research. Paying attention to research and the value of the culture of research and its development and questioning is a basic motto in education.
 
The present research was conducted using a mixed exploratory method of sequential type. The statistical population of the research was all primary school teachers in the four educational districts of Shiraz in the academic year of 2019, numbering 6022 people. In the qualitative part, the sample was selected by purposive sampling, and in the quantitative part, 361 people were selected by simple random sampling. Research tools were used in the qualitative part, open interviews with the participants, and in the quantitative part, a researcher-made questionnaire was used based on the findings of the qualitative part. The content validity of the scale used in the quantitative section was calculated using the expert and corrective opinions of professors and experts, as well as using confirmatory factor analysis, and its reliability was also calculated using Cronbach's alpha method. Qualitative part data analysis was done by thematic analysis method and quantitative part data analysis from sample t-tech test and exploratory and confirmatory factor analysis was done by SPSS version 26 and Lisrel software. In order to test the factor structure of the general model and its fit, confirmatory factor analysis was used.
 
The findings of the qualitative section showed that 5 criteria (Individual, organizational, extra-organizational, programmatic and informational)  with 15 indicators were used to determine the organizational research culture development model of primary school teachers. After triangulating the findings with previous research and experts' opinions, the initial conceptual model was obtained. The findings showed that organizational, programmatic and informational factors affecting the development of research culture among primary school teachers in Shiraz, in terms of importance the vision of teachers were above average and below optimal. Also, the highest average belonged to informational factors (3.68). The fit indices of the confirmatory factor analysis test showed a good fit of the model.
 
Based on the obtained information, the research culture development model was designed and fitted. This model can reduce learning-centered and memory-centered learning and help improve learners' deep learning.

The starting point of this action research was encountering students who had serious problems in reading the text correctly and fluently, despite having relatively good abilities in other areas of learning. In this way, the research questions included: how can we help to improve students' reading literacy, and their ability to read correctly and fluently? This action research was carried out in the academic year of 1400-1401 in the first grade of secondary school in "Shohadāye Moalem" school in the 9th district of Tehran, with the frequency of 97 students in primary evaluations and 89 students in secondary evaluations. To validate the research, techniques of "long contact with the research environ ment", "rick and thick desc ription", "peer debriefing" and "verification" have been used. Findings showed that, active learning methods in which the teacher provides learning condit ions have a great effect on improving reading literacy and strengthening the students' ability to read correctly and fluently. It should be noted that when considering the active teaching methods, the creativity of teachers in implementing the examples which they discover when communicating with students is very important.

Aiming to promote the creativity level of 9th grade Iranian high school pupils, the present study was conducted by using the great potential of the action research method. For this purpose, three independent and related measures were utilized to investigate the effectiveness of designed interventions and the variability of pupils' creativity. Torrance's creativity questionnaire was used to collect data from a girls state high school in Qazvin city.
Moreover, the analysis of weekly notes and observations indicated that students' creativity has been improved in the studied components. In general, the results strongly suggested that the action research method can be used to change and improve educational environments and especially to improve the performance of human agents.
TRIZ, the theory of inventive problem-solving, is recognized as one of the most effective tools for envisioning engineering designs and solving difficult problems. The importance of triage has been confirmed in various fields where its applications induce excellent results (Sheu et al., 2020).
Work and technology courses have been included in the official education system of the country since 2013. According to the country's need for jobs and technological skills, education has adjusted the course of work and technology (Abolhasani and Safai Movahed, 2018). Cultivating creativity creates the confidence that the society can make better use of its human resources and talents in that society. Creative ideas are often found among the strange and unexpected emanations of our minds. The creative mind thinks differently and moves in inexperienced and unusual directions. As well as, a creative person can interpret to think from one dimension of the subject to other dimensions and, as a result, produce various and varied ideas. Technological training, work and skill training will lead to personal progress, increase in productivity, participation in social and economic life, reduction of poverty, increase in income and development. In today's era, with the increasing momentum of the job-seeking population, businesses will survive if their owners have enough creative ideas in producing and presenting their products to customers. According to this principle, fostering students' creativity will be effective in their future career success. Researchers have tried to improve the dimensions related to the problem by involving students and choosing to provide solutions and implementing them step by step in a 5-month process. For this purpose, the following questions were asked:To what extent is the creativity of students in interpersonal interactions and doing group work in ninth grade students?
What changes have students' creativity undergone after the interventions made by researchers?
In this regard, 31 pupils relevant and interested in the research were selected after constellation by school's executive officers. Then three main and effective solutions, taken on the basis of TRIZ, the theory of inventive problem-solving, is recognized as one of the most effective tools for envisioning engineering designs and solving difficult problems, were considered to improve the level of creativity of pupils. The process of all three interventions in this action research is presented as independent but interrelated cycles. Each cycle includes 4 levels of planning, action, observation, and reflection. In the planning stage, an attempt was made to determine the field of study, and after the necessary coordination with the high school administration, the documents that helped to clarify the current situation were examined. In the following, an action research plan was formulated, and in this plan, three actions were taken.
Since action research requires the effective participation of relevant and interested people in the research, we tried to get the favorable opinion of the school's executive officers and students by stating the necessity of implementing this plan. For this purpose, a briefing session was held to provide the basis for the implementation of optimal measures at the level of each class.
In the following, the main aspect of the uncertain situation was selected for action research. Among the solutions that were proposed to improve the level of creativity of students, three main and effective solutions were considered. In the initial state, the pre-test was held. Then, according to the plan, 3 measures were taken according to the condition of the participants. After the end of the actions, the post-test was held. In this way, 2 sets of data were collected. Correlated t-test was used to analyze the data. This test is used to determine the difference between the dispersion of scores of correlated groups (Zare, Talebi and Saif, 2019, p. 132).
Initial introduction to motion graphics: The principles of Terez along with their examples were prepared by the researcher in the form of attractive motion graphics and were given to the students in the class to familiarize themselves with Terez in general.
Podcast of creative engineering stories: Creative engineering stories were prepared as a podcast, and a podcast was broadcast every session and the students were taught the basics.
Asking the students to do homework: After listening to the podcast, the students were careful in the surrounding environment and prepared examples for the principles. Then, for the next session, they would present the principles and examples they had found to their teacher in the form of flash cards that were also visually beautiful. Measurement in the initial state: by means of by Torrance's creativity intelligence questionnaire, a pre-test was performed in the initial state and in order to enter the data into the SPSS software, the questionnaires were saved. Measurement after successive actions: after the actions taken, the students completed Torrance's creativity questionnaire in the framework of the post-test. Questionnaire sheets of stage 2 were also collected and archived. Crediting Validation of the solution means carrying out an activity during which the researcher ensures the effectiveness of the solution he has chosen (Seif Elahi, 2017, p. 100). For this purpose, four validation methods were used in action research such as self-validation, validation by colleagues, academic validation and popular validation (Qasmi-Poya, 2011, pp. 122-123).
In the initial state, the pre-test was held. Then, according to the plan, three measures were administrated. After the end of the actions, the post-test was held. To analyze the data collected, a correlated t-test was used to determine the difference between dispersion of the scores of correlated groups. Because the calculated significance level of total creativity variables, flexibility, and expansion subscale is smaller than alpha 0.05, we may claim with a probability of 95% confidence that the level of total creativity and subscales of fluidity, flexibility, innovation, and expansion variable, there is a significant difference between trained and untrained pupils.

The aim of this study was to develop and validate an instructional design model based on the principles of flipped learning using a qualitative action research method. The initial model was formulated of data collected from semi-structured interviews with 12 experts in flipped learning. The initial model then evaluated, validated and modified based on data collected from interviews with seven number of those experts. In the next step, sixth grade science lesson plans designed based on this model and through focused group meetings with ten elementary school teachers familiar with flipped learning. The initial model modified according to teachers’’ feedbacks when designing lesson plans. The developed lesson plans were implemented during the school year to evaluate the model based on the researcher's observations and students' feedback. The insights obtained of this evaluation were also used to improve the model. The flipped learning design model developed from the present study describes the process of instructional design in three stages including analysis and needs assessment, design and development, implementation and evaluation. In the first stage, the learners' characteristics, curriculum documents, and situation / environment are analyzed in order to gain insights that are important to illuminate the next steps. The decisions about instructional objectives, organizing instructional materials and resources, and designing the environment are made by the next stage, design and development. The third stage is the implementation and evaluation stage which includes a set of activities that are done in three conditions including before the classroom (such as sharing instructional resources and materials, and the expectations from learners), during the classroom (such as assessment of assignments and tasks, and providing feedback) and after the classroom (such as introducing additional sources and materials and providing questions for reflection). The flipped instructional design developed from this research has the potential to applied by instructional designers and teachers as a practical guide.

This qualitative research is analytic-inferential. Its statistical population was 16 students from the first grade of elementary school of Biston sugar factory. The method of data collection is observation and interview. First, by writing a statement, analyzing the five situations (physical, emotional, educational, organizationaladministrative, virtual education), drawing a mental map, a lesson plan was prepared and implemented, which was approved by the research group and by conventional coding Analysis was done. A number of 172 open codes, 20 central codes and 5 selective codes were extracted from teaching criticism and reflections. Among the key codes obtained that can be effective in promoting the development of the teaching profession are the teacher's self-knowledge, the management of the educational environment, having a lesson plan, the teacher's moral characteristics, the teacher's behavior, the teacher's interest in education, the teacher's initial communication, planning and preparation, reviewing knowledge, involving students, teacher's content knowledge, teacher's verbal skills, questioning techniques, using educational facilities, using technology, establishing order in the classroom, time management, The final classification, assessment and evaluation and presentation of performance assignment indicated that the selective codes provided under the title of teacher's duties, teacher's emotional skill, teacher's communication skill, teaching skill and teacher's assessment and evaluation skill

Storytelling removes barriers to creativity and provides problem-solving power for students. The main purpose of the study was to improve students' social identity by using one of the active learning methods, namely storytelling, and learning. Therefore, the research seeks to answer the question of whether is it possible to improve students' learning and interest in the content of the social identity course by using storytelling? The method of this research is action research (research in practice). The research sample consisted of 26 experimental students and 28 mathematics-physics students of Ali ibn AbiTaleb (AS) school in Ferdis (twelfth grade) and 70 twelfth grade teachers of Alborz province (human group), who were randomly selected. In this study, two categories of evidence were used to collect information. The first category of evidence included the traditional test (test-descriptive) of students and a survey of teachers. And the second category of evidence included storytelling (including tools that enhance active learning). The results of the first evidence indicated the poor performance of students (with an average score of 12) as well as their low interest in the subject. But the results of the second evidence showed that the use of the storytelling method leads to improved learning (with an average score of 16) and increased students' interest in the relevant lesson.

The present study was conducted with the aim of identifying the factors motivating teachers to participate in the teacher-researcher program and providing practical solutions and prioritizing solutions. The research method was mixed (qualitative and quantitative). The statistical population of the study consisted of all male and female primary school teachers in Sistan and Baluchestan province. The research sample consisted of 43 people for the qualitative section and 379 people for the quantitative section who were selected by multi-stage cluster sampling method. Data collection tools for the qualitative part included structured interviews and focus groups and for the quantitative part a researcher-made questionnaire. Data were analyzed using one-sample t-test and Friedman test. The results of data analysis showed that first educational strategies and then organizational strategies are the most important practical strategies to encourage teachers to participate in the teacher-researcher program. Strategies related to school support also have the lowest priority among teachers in this field. (Chi-Square = 952/748, Sig = 0/000). In other words, organizational and educational factors can be higher motivators than motivational-financial factors and school support for teachers' participation in the teacher-researcher program.

The main purpose of this study is to understand teachers’ lived experiences in conducting two programs of lesson study and action research with their opportunities and challenges. The research has been conducted according to a qualitative approach, based on Phenomenology as an attempt to reveal the essence of the reality experienced by selected persons in lesson study and action research programs at the provincial or national levels through semi-structured interviews. Purposive sampling was used to select the participants (17 teachers and 2 principal deputies) in primary schools in Mashhad city. The results showed the most important opportunities resulting from these programs were: paving the way for the creation of new teaching methods, the knowledge exchange among teachers, improving teacher teaching, fostering teacher research, teacher development, teacher moral growth, success and improving student learning. Moreover, the most important challenges were: administrative bureaucracy, poor judgment and feedback on project results, lack of useful use of research results, weak teacher empowerment programs, negative effects of the nature of project festivals, lack of financial support for teachers, lack of time, diversity of teachers' plans and fatigue during the performance, and also, the incompatibility of the awards with the level of hard work. The projects such as lesson study and action research programs have been communicated to schools through directives and teaching methods through a formal and systematic process from top to bottom.

The aim of the present research was to promote learning of philosophical concepts in virtual education during the Covid-19 pandemic. This research was conducted using combined action research method over six months and with the participation of 51 12th grade students of the second period of secondary school in Shahryar city in the academic year of 2021-22. At first stage, comparative and direct teaching (audio dialogue) methods were separately implemented in two classes to improve education as well as the quality of learning philosophical concepts and topics, but the results of combined evaluation and monitoring of the implemented solutions were not satisfactory as the average scores in both classes were below the minimum passing threshold of ten. Findings of the evaluation revealed that disruption in teaching, incomprehensible and fragmented delivery of some materials, long educational files, lack of visual communication with the teacher and lack of conversational orientation were among the shortcomings of the two methods used in the first stage of the research. Therefore, in the next step, the pre-reading and group discussion method were used to enhance students' learning, and the results of the research evaluation and monitoring indicated an improvement in learning and an increase in the active participation of students in philosophical discussions. The ability to discuss, increase participation in teaching, a sense of intimacy and connection with the teacher, better understanding and comprehension of philosophical topics and critical thinking about coursebook topics were among the outcomes of pre-reading and group discussion teaching methods.

The aim of this study was to develop and validate a curriculum design for in-service training of preschool teachers using practical action research method through participation of 24 preschool teachers and 6 experts in educational sciences. The results showed that the in-service training program need to extend teachers’ understanding, skills and attitudes about child development, children with special needs, educational games, effective communication, children's rights, foundations and principles of learning, arts education and design of learning environments. These objectives could be achieved through selecting and organizing six key syllabus with their specific content headlines. Throughout this course, teachers need to be considered as active participants and the time and the place of the training course should be tailored to their needs and situation. Likewise, teachers’ performance should be evaluated by authentic methods and its results need to be considered as a tool to provide constructive feedback and to improve the performance of teachers and their professional promotion.

The main purpose of this study is to identify the factors that promote and inhibit the teacher-researcher program. For this purpose, a qualitative research method of phenomenology was used. The statistical population included top researchers, experts and thinkers in the field of research. Purposeful sampling was used in the selection of participants and an inductive approach was used in the analysis of interviews. Based on the analysis of qualitative data obtained from the interviews and coding and analyzing the content of the interview text and their compliance with the theoretical foundations, the factors affecting the implementation of the teacher-researcher program in 7 factors, including professionalism of the educational leader, Individual professionalism, evaluation and judging of research action reports, professional development courses, organizational dynamics, and organizational support, and 86 indicators were identified. All identified factors are both promotional and inhibitory. If they are noticed and strengthened, they become the driving factors, and if they are neglected and neglected, they become the deterrents. The attention of education officials in the ministry, general administrations, districts and principals and school principals can help eliminate barriers and strengthen the driving factors in the successful implementation of the teacher-researcher program.

Today, following the increasing expansion of educational systems and the creation of successive changes in the structure and programs of education, the need to increase the effectiveness and efficiency of education has become more important than ever. On the one hand, many changes and developments in various fields of science and technology have led to changes in teaching methods and the need for teachers to become familiar with new educational technologies. On the other hand, maintaining the continuity of quality and effectiveness of teaching and training, requires identifying the problems and challenges ahead and not anticipated. The teacher is not the link in the education process that should be monitored and inspected; Rather, it is at the forefront of education, and any action that can help improve and restore the irreplaceable role of the teacher in the educational process is a big step in advancing the goals of the education system. (seifullahi, 2002,quoted by Ghobadi, 2017).To this end, if education is to thrive, educators must be transformed, especially teachers who interact extensively with learners. In fact, any significant improvement in schools and the education system must start with the work of a teacher.There is a significant relationship between school improvement and teacher performance. Their knowledge and information, cognitions, attitudes, skills and working methods must change. (Safari, Abdollahi, Saburi, 2019).In such contexts, it is necessary to be aware of the impact of research activities and the process of writing them as a method on its main goal, which is to grow the teaching profession and solve the problems of schools and classrooms, which needs to be analyzed. In such areas, the present study seeks to analyze and analyze the content of 20 examples of national research studies published in 4 areas of structure, writing, methodology and content. To be a step towards the promotion of future research. Therefore, the problem of the present study is to analyze and explain the content quality of national research actions. For this purpose, the following research questions were designed and analyzed: How can the quality of the published national research work be analyzed in terms of structure, writing, methodology and content?According to the purpose and questions, in this research, descriptive-analytical methods and descriptive quantitative content analysis of the written text type were used. From the perspective of descriptive-analytical method, in the literature and research background, as well as after identifying the areas and nuclei and sub-nuclei of each analysis, they were described and limited. From the perspective of descriptive content analysis method of the written text, the statistical population, including action studies with two criteria: "nationality" and "published", was considered. Accordingly, 20 case studies were identified. Therefore, sampling was purposeful and limited. After identifying the cases, in the first step, the exact details of the action research IDs (according to the order of publication year from 2005 to 2019), were mentioned and then subjected to open coding (from A to T). In the second step, while researching valid and related books and documents, as well as conducting interviews with experts in the field of action research (including 15 professors of Farhangian University), first the common steps between all action research and then four areas and several core and sub-core, Were extracted and inferred. Based on them, research actions are analyzed. The four areas of expression: structural, writing, methodological and content areas. In the next step, the nuclei and sub-nuclei of the domains were identified and classified: 1. Cores of the structural field include: title, abstract, keywords, introduction, problem statement, current situation description, evidences 2 and 1, solutions, practical measures, barrier expression, final sources and appendix. 2. The cores of the writing field include: paragraphing, punctuation and editing, footnotes of Latin words, font and size, headings, spaces between lines, spaces and semicolons, and in-text references. 3. Cores of methodological field including: problem explanation, research methodology, problem solving method, method specificity, alternative methods and type of methods. 4. Content area cores include: correct identification of the problem, correct understanding of the causes of the problem, providing effective solutions, timely and effective implementation, as well as strong, medium and weak content. In the last step, according to the registration unit and the cores of each class, which was done according to the criterion of four descriptions, Findings were collected in different and related tables and based on that, the final conclusion was made for each area separately.In some contexts, there were limitations to this research, Among the limited number of action studies in the country with two criteria in this study, High number of evaluation criteria and As well as time-consuming research. Adherence to certain limitations of article writing, such as the limited number of words and pages. As a result, since this research was based on two criteria: "nationality" and "published"; Therefore, its generalizations are limited. As a result, the findings of this study indicate that the analyzed research projects have shortcomings in the above four areas. If they want to be more scientific, more problem-oriented, more coherent, and more result-oriented and practical, They need a general overhaul of most of their parts. However, in previous studies in this field, the issue has not been addressed from this perspective. Also, given the steps that most experts agree on, All research activities have common steps in having: title, abstract, evidence 1, results and sources; However, some of these research initiatives did not use steps such as: introduction, description of the current situation, analysis of data, selection of a temporary solution, revision of the report and suggestions.Based on the research findings, it is suggested to researchers in the field of action research that pay attention to these when writing their research work: 1. Considering the framework of scientific-research articles in order to create a uniform process in the structural field of national research action which will also increase their scientific burden. 2. In the field of writing and editing, the nuclei and sub-nuclei of modern writing knowledge should be used. This will ensure smoothness, coherence, harmony between the text and avoidance of repetition. .3. Adopting and selecting a suitable and scientific research method along with mentioning its research stages such as how to choose a research field. 4. From the content point of view, explain the causes of the problem, methods of problem solving, how to choose appropriate and related solutions, explain how to gather evidence, as well as how and the steps to implement the solution to the problem.

In the implementation of the new curriculum, art education has been marginalized. For this purpose, scientific activities must be planned which the person tries to change the unfavorable situation to a relatively favorable situation (action research). The aim of this study is the investigation of the challenges elementary classroom teachers face when implementing the new arts education curriculum and explanation of the concept of action research in integration of arts in elementary schools to implement the new art education programs. The method of study was integrated and based on action research. By using various arts (integration of art) and improving the conditions for its implementation (action research) it became clear that students are interested in changing the artistic program for its pivotality. Satisfactory results were also generated in the field of education and learning.​Implementing of new curriculum program based on the integration of art will increase the participation.

Today, the economic behavior of children and adolescents is one of the most important issues in the field of education. All activities of individuals, including children and adults, are somehow related to economic knowledge and economic behavior. The aim of this study was to investigate the role of teachers in improving students' economic behaviors with an action research approach. The research method is mixed. In the qualitative part, action research and in the quantitative part, the survey method has been used. The statistical population is female elementary school students in the second grade of Mashhad city, which was selected by statistical judgment sampling method. The statistical sample of 36 students in Nasr non-governmental primary school in Mashhad was selected. Operational actions in this research have been performing various and attractive practical activities such as games, storytelling, poetry, practical assignments and scientific visits. In the data analysis method, the dependent sample t-test (pre-test and post-test) was used. The results showed that there was a significant difference between the study group before and after the action research. Also, the pleasure of earning money and being involved in seemingly small economic transactions has a great impact on improving their economic behavior. Also, informing children about economic issues has a scientific approach to economic activities in social life and in the macro debate can improve individual efficiency and productivity in society.

The present study was aimed to analyze the implementation of action research from the executing teachers’ viewpoints in Chaharmahal and Bakhtiari Province via SWOT. To do so, a mixed-methods research was employed. The statistical population consisted of teachers, principals, specialists in the field of education and action research executives. The sample of the qualitative section consisted of 20 education experts selected via a purposive sampling method. Accordingly, data saturation was achieved. In the quantitative section with a 60-member population, 50 participants were selected via Morgan's table and stratified random sampling method. The research instrument was semi-structured interviewing in the qualitative section, and a36-item researcher-made questionnaire in the quantitative section. The content analysis technique was used to analyze the data collected in the qualitative section, and descriptive and inferential statistical methods and software such as AMOS and SPSS were used in a quantitative section. The research Findings in the Strengths dimension include providing the necessary grounds for identifying and continuously solving educational and training problems, creating trust and motivation in teachers to solve problems continuously; in the Weaknesses dimension, findings include not promoting and developing teachers' professional knowledge, sharing experiences as a teaching-learning method just to present to the festival; in the Opportunities dimension, they include transforming school environments into a student-centered ones, providing an environment for teachers to learn from each other's ideas and knowledge; and finally in the Threats dimension, they include lacking in capable teachers to use in training courses.