جستجوی مقالات مرتبط با کلیدواژه « teaching. » در نشریات گروه « علوم تربیتی »

The present study was conducted with the aim of investigating the effectiveness of teaching methods of behavior change and modification to mothers on the level of aggression in hyperactive children, with the role of modulating mothers' anxiety.

In this research, a semi-experimental method of pre-test-post-test and follow-up with heterogeneous control group was used. The statistical population included mothers with hyperactive children who referred to psychology and psychiatry clinics in Qom between the ages of 7 and 12 and in the academic year of 2023-2022, and 60 of them were selected as the research sample using available sampling. Among them, 30 people were randomly assigned as anxious mothers (15 experimental group and 15 control group) and 30 non-anxious mothers (15 experimental group and 15 control group). In order to collect data, the child's behavior list and Beck's anxiety questionnaire were used. In order to analyze the data, analysis of variance with repeated measurements and the analysis of variance were used.

The findings of the research data showed that teaching methods to change and modify behavior to mothers was effective in reducing aggression of hyperactive children (p<0.05) and mothers' anxiety in the relationship between teaching methods to change and modify behavior to mothers and aggression of hyperactive children. had a moderating role (F=9.520 and P<0.05).

The results showed that after teaching mothers, children's aggression was significantly reduced, and in addition, mothers' anxiety had a moderating role in the relationship between teaching methods of behavior change and modification to mothers and aggression of hyperactive children.

The main goal of this research is to design and compile standards for the quality of the teaching process in electronic technical and professional courses. The statistical population of this research consists of all professors who are experts in technical and professional fields, educational technology and e-learning, and 20 of them were selected by purposeful sampling. To achieve the purpose of the research, the interview tool has been used. Data analysis was done by Delphi analysis method. The obtained results have categorized the criteria of the teaching-learning process in three areas of content, teaching methods and presentation and preservation of moral and cultural values during teaching and introduced 53 indicators for the quality of the teaching process in electronic technical professional courses. are With the growth of e-learning around the world, these indicators can help educational planners, professors, learners, and e-course administrators and evaluators to create quality e-technical and professional courses.

Continuous assessment of the quality of engineering education is one of the necessities of improving the quality of the engineering education system. Despite national and international emphasis on internal and external evaluation in higher education, the use of this approach has not yet been a common practice in Iranian engineering education system. One of the reasons for this is the complexity and time-consuming implementation of this approach. But one can use alternative approaches that are easier to implement. Among these approaches is the survey of student engagement at university life. In this approach, two main questions are answered: (a) what are the activities of students in the university environment, and learning environments in general, and what is their quality?; and (b) what measures academic institutions take to enhance student learning? Towards applying the above-mentioned research, a descriptive-analytical research project was carried out with the aim of conducting a survey of student engagement at the engineering colleges of the country. The population under study was the students of engineering colleges affiliated to the Ministry of Science, Research and Technology. The necessary data was collected through a questionnaire administered to a sample selected from the entire engineering education system of the country. The results showed that the level of active academic participation of engineering students is not favorable. In addition, the interaction of students with academic members is rather weak and engineering students do not have a very satisfactory experience of university education. Also, their learning is not at the level that expected. Finally, students believe that the university has not improved their knowledge and skills to the level that they could enter the labor market.

The purpose of this study was to investigate how an experiential science curriculum, based on depth of knowledge, affects the cognitive complexity level of students in the experimental science course. The researcherws employed a quasi-experimental pre-test, post-test design with a control group. The sample of the study involved 46 fifth-grade male students in Famenin city, chosen through cluster sampling and randomly assigned to either the control or experimental group. A cognitive complexity test, developed by the researchers, was used to assess the fifth-grade experiential science curriculum. Initially, both groups underwent a pre-test to measure cognitive complexity in the science lesson. The experimental group followed the experiential science curriculum utilizing a depth of knowledge model, while the control group received traditional instruction. After the intervention, a post-test evaluating cognitive complexity in science was given to both groups. Covariance analysis of the data (F(1,43)=526/36; p<0/05, p=0/001) indicated a significant difference in post-test cognitive complexity scores between the two groups, demonstrating a positive impact of the experiential science curriculum, based on depth of knowledge, on the cognitive development of students in the science curriculum

The present study was conducted with the aim of measuring the effectiveness of self-actualization training on personal growth and academic persistence of female students of Amol Farhangian University. The research method was semi-experimental with pre-test, post-test and control-test in two experimental and control groups. From among the statistical population of the present study, a statistical sample of 30 female students (15 in the experimental group and 15 in the control group) was selected through g power software in the academic year of 1400-1401. Brannigan's self-actualization questionnaire was used to collect data, Rubicchek et al.'s questionnaire was used to measure individual growth and Martin and Marsh's academic persistence questionnaire was used to measure academic persistence. Descriptive statistics and inferential statistics (repeated measurement variance analysis) were used for data analysis and the data were analyzed using SPSS software. The results showed that there is a significant difference between the average scores of the variables in the pre-test, post-test and follow-up stages, and it can also be said that the changes in these variables during the pre-test, post-test and follow-up stages were not the same in the two control and experimental groups, so we can conclude that self-actualization training has been effective on personal growth and academic persistence.

Teaching geography helps students improve their ability to understand spatial, cultural, and social concepts of the surrounding world. Effective strategies that teachers can use in teaching 10th-grade human geography were examined. Based on the investigations, six effective strategies are suggested for 10 lessons of 10th-grade geography. The first strategy to be considered is the use of the project method, which strengthens teamwork and is closely related to real and observable issues in students' lives. The second strategy under consideration is the use of educational technologies. By utilizing technology-based educational tools and resources such as software, videos, interactive maps, and educational sites, teachers can increase interest and interaction in the geography education process. These technologies can be used as complementary tools to reinforce knowledge and understanding of geographical concepts. The third strategy is the exploration and problem-solving strategy; in this way, students can easily connect geographical concepts with environmental realities. This method helps students understand the concepts more deeply and see their connection with the real world. The fourth strategy involves current events, allowing students to learn about different styles of information. The fifth strategy is a field study, where learners directly engage in field activities to achieve learning goals.

The purpose of this study was to identify the behavioral components related to effective teaching from the students' point of view. For this purpose, critical incident technique has been used as a research method. The location of the research was Tehran and the participants of the research included 50 students of educational sciences of Tehran state universities who were selected through purposeful sampling and random sampling method. Based on the analysis of research findings, 7 main behavioral components of effective teaching were identified, which included choosing a teaching and training strategy, job discipline, fairness and justice, communication and interaction with students, preparation and having a lesson plan, dedication Time to students outside the classroom and classroom management and control. Finally, it is recommended that paying attention to these behavioral components and using them in the development and improvement of teachers' competencies, evaluation of teaching effectiveness, recruitment and hiring of uuniversity professors will be a way forward.

The main task of educational supervisors is to communicate and work professionally with teachers to improve the teaching and learning process. The purpose of this research was to identify the roles of educational supervisors and their influence in improving the teaching and learning process. exploratory mixed method with both qualitative and quantitative approaches was used. The theme analysis method was used in the qualitative approach. In this regard, a semi-structured interview was conducted using a purposeful approach, with 13 teachers and supervisors working in primary schools in the villages of Qom. After the implementation of interviews and data analysis through systematic coding by MAXQDA2020 software, 285 conceptual codes, 25 sub-categories and 5 main categories were identified, which included five dimensions of developmental, educational, logistic, leadership, and supervisory roles. In the quantitative part, 120 teachers working in elementary schools in the villages of Qom province completed the questionnaire. Smart pls software was used to analyze quantitative data. Results showed that the five mentioned roles positively and significantly affect the teaching-learning process.

The purpose of this study was to investigate the effects of teaching based on Gardner's theory of multiple intelligences on the general performance of English language learning in ten- and eleven-years old learners. Tis research was applied with a quantitative approach and the research method was quasi-experimental with a post-test design. In addition, this study was conducted with a control group and the statistical population included the students of the language institute, from which 42 students aged 10 and 11 who had no previous language learning experience were selected by available sampling method. The samples were randomly assigned to experimental and control groups. The data was collected by the standard academic achievement test (with a validity of 0.72), were analyzed using SPSS software and compared with an independent t-test. The results showed that the general performance of the English language (listening skills, vocabulary, spelling, familiarity with numbers and mathematical counting, familiarity with the alphabet) of the experimental group was higher compared to the control group. The results of this research could be applied by language teachers, language schools, and institutions in choosing effective teaching strategies to achieve success in teaching English in general and teaching English in 10- and 11-years old learners in particular

The present research was conducted with the aim of determining the effectiveness of the social adaptation training program on emotional independence and social competence and academic values of male students of the second year of high school.

The research method was semi-experimental with a pre-test and post-test design with a control group and a one-month follow-up. The statistical population included second year high school boys of Miandoab city who were studying in the academic year of 1402-1403. In the meantime, based on the available sampling method and the criteria for entering and exiting the study, 40 people were finally selected from the statistical population and randomly assigned to two groups of 20 people, experimental and control. The tools of the present study were Stenberg and Silverberg's Emotional Independence Questionnaire (1986), Cohen and Rossman's Student Social Competence Questionnaire (1972), and Pintrich et al.'s (1997) Educational Values Questionnaire. The experimental group received 10 90-minute sessions of the social adaptation training protocol, and the control group did not receive any intervention. Statistical data analysis was done using mixed variance analysis method.

The findings showed that the educational protocol of social adaptation is effective on students' emotional independence (P<0.001), social competence (P<0.001) and academic values (P<0.001). .

Based on this, it can be concluded that the findings of this study support the effectiveness of social adaptation educational protocol on emotional independence, social competence and academic values.

Do students, consciously or unconsciously, show biased attitudes in their evaluation of the teacher's teaching in next semesters? The purpose of the present panel study was to test the hypothesis that failed students will give a lower evaluation score to their professors in the subsequent semesters.

In order to test this assumption, the data of academic progress and evaluation of students of a specific entry during two consecutive semesters was checked and after conditioning the data according to the design and purpose of the research, a sample of 268 failed students was obtained.

The analyzes showed that, contrary to the initial hypothesis, the average evaluation scores of failed students in the next semester are significantly higher than the previous semester. At the same time, after applying the random effects parameters model and controlling the variance caused by the teacher factor; on the one hand, it was observed that with a decrease of one unit in student's GPA as the main indicator of academic ability and talent, there is a decrease of thirteen percent in the evaluation of the student. On the other hand, with one-unit increase in the score of failed students, there is a significant increase of one percent in their evaluation of professors.

From the sum of these findings, it can be concluded that although there is a relationship between the academic ability and the grade of failed students with their evaluation of their professors, these students’ evaluations is more influenced by impression and understanding of the professor's educational and professional activities in the next semester rather than their poor grade in the previous semester.

Students’ learning and motivation have always been important topics in higher education, and the factors affecting them have been investigated in different ways. The present research was conducted with the aim of investigating the effect of teaching methods on students’ motivation and learning. The research was conducted as a survey among  students of University of Zanjan. Data were collected using questionnaire in person and online. SPSS 22 and Smart PLS 3 software were used to analyze the data. The findings showed that there is a significant relationship between all variables in general, but this correlation was not significant in the faculties of science, and agriculture. The teaching method had a significant effect on students’ motivation and learning. In addition, motivation played a mediating role in the relationship between teaching methods and students’ learning. The results of mean test showed that there is no significant difference in research variables between male and female students. In addition, the research model was significantly different among students of engineering faculties with faculties of humanities, and sciences only in one path (the effect of teaching method on motivation).

The purpose of this research was to investigate the relationship between students' academic progress scores and their evaluation of the university professors' teaching. The longitudinal design of this research is a panel study in which the necessary measurements are made over time and at specific intervals. The students studying in the three semesters were the statistical population of this research. The sample size was determined by GPower software and based on the type of statistical tests required. After screening more than one hundred thousand pairs of "student grade-teacher evaluation", the final analysis was performed on the data of 1970 students who had studied with a certain professor in three consecutive semesters. The tool for collecting the evaluation data of the professors was the official survey form of the institution in the intended semesters. The analysis showed that with the increase of the student’s final grade, his/her evaluation grade from the professor in the next semester increases significantly. Supplementary analysis showed that the effect of this initial score remains stable until two semesters late. It can be said that with a one-unit increase in students’ final grade, after two semesters, a significant increase between 1 and 4% in their evaluation grade from professors can be seen. The regression coefficients of the relationship between the grade point average of the whole class and the teaching evaluation of professors were also significant in the case of two consecutive semesters. Finally, the analyzes on the grades of the specialized and main courses of the students showed that compared to the past semesters, there is a grade inflation in the groups of humanities, literature, architecture and art. Based on this evidence, it is suggested that the phenomenon of grade inflation be considered from the point of view of its possible connection and interrelation with the way student evaluations are used in the employment and academic decisions of faculty members.

Taking advantage of the experiences of developed countries and comparative studies is one of the reliable sources of information to increase the quality of education. The aim of the current research was to compare the geography education curriculum in Iran with Australia and Canada in order to provide solutions to improve the education system of Iran. The current comparative-descriptive research was prepared using the library method. The results of the research showed that in all three countries, in terms of goals, the necessity of understanding geographical concepts and creating interest in the surrounding environment, human and natural features, and acquiring geographical skills are addressed. In Iran, in addition to the above, it is also important to strengthen the sense of interest in the land of Iran. In the country of Australia, in addition to the mentioned cases, turning students into active local, national and global citizens and understanding and solving global problems is also emphasized. In Canada, communication with other countries of the world and its impact on people's lives is emphasized. In all the studied countries, the study of human and natural characteristics, environmental protection, optimal use of resources, and the use of study tools in geographies such as photos, maps, and computers are discussed in the field of content. In Canada, in addition to the mentioned cases, the reasons for the development of industrialized countries and the lack of development of African, Asian and Latin American countries are also emphasized. In the field of teaching-learning strategies, the use of active teaching methods such as role-playing, discovery method, computer games, use of the Internet and other active teaching methods are emphasized in all the studied countries.

The present study evaluated the effect of teaching games for understanding approach (TGfU) on motivation and confidence. To this aim, the nine-year-old students in two fourth-grade classes at a school in Sirjan were randomly divided into control and experimental group (N= 12 for each). Participants' motivation and confidence were measured using Children's Self-Perceptions of Adequacy in and Predilection for Physical Activity (CSAPPA) questionnaire as both the pre-test and post-test. The students in the experimental group participated in an intervention program for 36 sessions each lasting for 45 minutes. Mann-Whitney test was used for comparing the scores of each factor after the intervention and the groups by removing the effect of each factor before the intervention of “Poisson regression analysis” by using GEE method". The results indicated that this approach can significantly affect motivation and confidence and its three sub-factors in the CSAPPA questionnaire. The results support the hypothesis that the use of the TGfU approach can be effective on the development of motivation and confidence in children.

This study aimed to examine the perceptions of Farhangian University graduates from the issues and problems of the teaching profession in the education system. Graduates' perceptions and understanding of the issues and problems of the teaching profession affect their professional and career performance. The research method in this article is a qualitative method with a phenomenological approach. The studied statistical population has been the graduates of Farhangian University of Alborz province in 2022. The samples were selected based on the purposive sampling from 19 graduates in 2022. the number of samples was determined based on the principle of theoretical saturation. The data collection method has been the unstructured interview method, and the data analysis method has been thematic analysis. After the implementing the interviews of the graduates from the issues of the teaching profession; the coding of the narratives of the graduates from the issues of the teaching profession was performed. Finally, the extracted codes have been categorized into 4 main themes of economic issues, social issues, educational issues, and psychological issues. Ignoring the problems of the teaching profession from the perspective of the graduates of Farhangian University leads to a decrease in their motivation and interest in the teaching profession and gradually provides grounds for them to leave the teaching profession.

This study aimed to analyze the professional teachers' perception and lived experience of the teaching quality concept. In this regard, the qualitative research approach and the phenomenological method have been used. The sample of the research includes 22 professional and successful teachers in Yazd province (5 men and 17 women) who have been selected by the purposive sampling method from the criterion sampling type. Semi-structured interviews with 16 teachers formed theoretical saturation data. In order to validate the findings; interviews were continued up to 22 teachers. Data analysis was conducted by use of Colaizzi’s seven-step method and MAXQDA software. To validate the findings, members reviewed the method. Three criteria, acceptability, verifiability, and reliability were used in order to observe the qualitative features of the research. In data analysis, 5 main themes including a) artistic and thoughtful decisions b) the teacher’s skill tricks in teaching c) the promotion of creative strategies by the teacher d) Developing the learner's intellectual and behavioral skills and competencies e) dynamism and intelligence in the competencies and performance of the teacher, and 49 sub-themes were resulted for the teaching quality concept. The results show that the teachers' perception of the acceptance of teaching quality does not follow a specific policy and the teaching quality is interpreted diversely and differently considering different conditions and situations. To understand and interpret the teachers' teaching quality and its performance in the classroom, there is a need to bed and train the artistic, knowledgeable, and professional teachers and it should be considered in the macro and micro strategies of a teacher significantly.

The purpose of this study was to determine the effects of educational philosophies on the teaching styles of faculty members of Kermanshah Teacher Training University in the academic year of 2018-2019. The present study was a descriptive-correlational study. The statistical population of the study consisted of all faculty members and lecturers (faculty member, official and duty officer) at the Teacher Training University of Kermanshah. Due to the small statistical population, the sample size was considered equal to the total population. The Patricia Educational Philosophy Scale (1972) and the Grasha and Richman Teaching styles Questionnaire (1996) were used as a measurement tool. The data were analyzed using Pearson correlation coefficient and regression analysis. Based on the results of this research, the dominant philosophy of education was the progressive and the dominant teaching style was interactive style among the professors at the Teacher Training University of Kermanshah. Also, the test of research hypotheses indicated that there is a significant relationship between educational philosophy and its dimensions with teaching styles and its dimensions in professors of Teacher Training University. Also, educational philosophy could predict the teaching styles of teachers. Therefore, it is possible to predict the educational approaches and mechanisms used by them by recognizing the educational philosophies of professors.

The aim of this study was to investigate the relationship between the managerial styles and the teaching methods of the teachers with the academic performance of the seventh- grade students in non-governmental high schools for boys in District 1 of Tehran Education. The present study is an applied-descriptive research that has been conducted by survey method. The statistical population of this study includes1045 seventh-grade students in non-profit high schools, junior high school, district 1 of Tehran Education, of which 291 people were selected as a statistical sample by cluster sampling method.  The research instruments are three standard questionnaires of Likert management styles, Gerasha and Richman teaching methods and Pham and Taylor academic performance. As the questionnaires are standard and their reliability has been confirmed in several researches, the questionnaires’ validity is also estimated by Alpha Korenbakh; the validity of management styles (0.920), teaching methods (0.791), and academic performance (0.963). For analyzing information, Pearson correlation coefficient and multivariate regression tests are used by SPSS software. The results showed that there is a significant and positive relationship between classroom management styles and students’ academic performance, and there is also a positive and significant relationship between classroom teaching methods and students' academic performance. Examining the simultaneous impact of the two variables, academic performance and teaching methods on students’ performance, showd that 15.2% of the total changes in academic performance is explained by these two independent variables. The highly variable management styles of teaching methods have an effect on academic performance of the students of the statistical population.