جستجوی مقالات مرتبط با کلیدواژه « university entrance exam » در نشریات گروه « علوم تربیتی »

To explore the psychosocial experiences of students preparing for the university entrance exam while home quarantined during the COVID-19 pandemic, a group of 25 Sabzevari 12th graders who had been quarantined during the previous two months was selected through saturation method and interviewed individually over the phone or online. The qualitative analyses of the data yielded 27 concepts within two main categories of socio-cognitive skills development and psychological stress and six sub-categories of life skills, moral intelligence, academic and economic anxiety, fear of death of oneself/relatives, feelings of loneliness and missing friends, and obsession. These findings show that the home quarantine has had both positive and negative consequences for the 12th graders. Hence, both the parents and school counsellors need to give effective guidance to these students while emphasizing the positive aspects of their experiences.

This study aimed at studying the effect of collective positive thinking training on the academic emotions and academic optimism of male applicants participating in the university entrance exam in Khorramabad. This study used a pretest-posttest control group design. Random cluster sampling was used and 40 students were selected from the statistical population of the study. The participants were randomly assigned to two groups, namely, the experimental and control groups, with each including twenty students. Academic emotions and academic optimism questionnaires were used to collect data. Positive thinking was taught to the experimental group in 10 sessions, seventy-five minutes each. Multivariate analysis of covariance was performed and the results showed that training positive thinking improved positive academic emotions, reduced negative academic emotions, and enhanced academic optimism in university entrance exam student applicants. Based on the results, it can be stated that training positive thinking is a rewarding method to enhance positive academic emotions, reduce negative academic and promote academic optimism in students taking part in the university entrance exam.

Standard approaches to test development, despite their benefits, have brought about destructive effects due to separation of education and assessment. Iranian national curriculum was a strategic attempt for exerting positive effects but it failed in its mission due to test’s consequential effects. Considering the gap regarding the phonomyography of this issue and methodological and epistemological deficiencies in research on test consequences, the present research is an attempt to employ a multi-phase/multi-method design and provide a consequential validity model for English module of university entrance exam based on Vision book series and then an structural analysis of the variables of the model to feed educational and pedagogical practitioners for implementing appropriate strategies.to this aim, 10 elites participants in ELT and 510 recent examinees of the university entrance exam were selected through purposive and convenience sampling respectively. In the first phase, the phonomyography was conducted through semi-structured interview with elites and revealed that vision curriculum contradicts national curriculum in five axes. Also, the results of structural equation modeling also revealed that 26 variables subsumed under 7 factors are involved in the consequential validity model developed. Finally, the findings from structural interpretation uncovered the strategic, critical, bi-dimensional, regulatory and influential nature of the variables. These findings have theoretical, methodological, practical and strategic implications for different practitioners.

The aim of this research was exploring the implementation challenges of the educational guidance program (promulgation: 2017) in secondary schools in Khorasan Razavi Province. Adopting the qualitative approach, 52 key informants (including managers, staff, target group, and parents) were interviewed in order to explore stakeholders’ lived experiences. Semi-structured in-depth interviews were transcribed, then a thematic analysis was conducted. Implementation challenges and obstacles of the educational guidance program were classified into 11 main categories including challenges of the nature and performing online tests, the inadequacies of the balanced development of disciplines, the unbalanced distribution of demand for enrolling in various disciplines, parents’ attitudes and practical orientations, student’s attitudes and practical orientations, the obstacles to counselors’ effective function, school administrators function, teachers' weak cooperation, inconsistence implementation of the program in different schools, limitations and inefficiency of field visits, and informating deficiencies. It seems that the educational guidance program has deficiencies in practical aspects and hardware settings. Furthermore, its agents and target group have deficiencies and contradictions in terms of cognition, belief, motivation, and behavior. In order to reduce implementation challenges and obstacles, the following are suggested: Using workshop format for promoting the program, employing volunteers and social diffusion process, involving teachers, emphasizing the benefits and individual consequences of choices, matching up the content of messages with the students’ socio-economic status, informing the target audience about technical problems and humbly recognizing related concerns, documenting experiences and receiving written feedback from stakeholders.

The aim of this study is to evaluate the chemistry questions of university entrance exam (concur) in 2017 by using item-response theory.

This is an applied, descriptive research. 5,000 answer sheets of participants in Empirical Science group, were selected randomly as sample. All parameters were calculated with NOHARM and IRTPRO and EXCEL softwares.

First the initial assumptions of IRT theory (unidimensionality and local Independence) were investigated. The parameters of each questions such as difficulty and discrimination coefficient, were calculated based on the classic and the item response theories. The results showed that 7 questions show a good fit with one and two parameter models and 21 questions are also compatible with three-parameter model and 13 questions don’t fit with any IRT models. The analysis with 3-PL-IRT showed the discrimination coefficient of 26 questions are strong (a> 1.3), 6 are moderate and 3 are weak (a <0.65). Also 11 questions were very difficult (b> 1.2) and 24 questions were appropriate (-1.2

The results showed that 3-PL IRT model has a better fit with the test. All questions are efficient in terms of discrimination coefficient and have a high level of difficulty and also guessing parameter is high in this test. The test’s questions have the highest Information and the least error for a high level of ability (range -1 to 2).

The purpose of this study was to investigate the effect of hope training on the hardiness level of female students who were candidates of the university entrance exam. This was a semi-experimental research with pretest-posttest and control group design. The statistical population of the study included all the pre-university female students in Maku city in the academic year of 2017-2018 (N=173). From this population, a sample of 30 pupils was selected through purposeful sampling method, based on the criteria for inclusion in the study. The participants were randomly assigned to the experimental and control groups, each with 15 students. They completed the pre-test and post-test stages of the revised academic hardiness scale (RAHS), while the experimental group underwent eight ninety-minute hope training sessions. Data analysis was performed using covariance analysis in SPSS program. Based on the results, hope training led to increase in the average scores of the experimental group for hardiness and its components, including personal commitment, challenge, and emotional control; besides, the experimental group significantly exceeded the control group in the scores for the stated variables (p<0.01). Therefore, it can be argued that hope training is effective on the degree of academic hardiness of female volunteers.

Abstract: Identifying the effective factors in the success of top people, and trying to take advantage of them, is one of the most important strategies for success. The lack of an in-depth study in representing the success factors of top students at the university entrance exam motivated the researchers to conduct the present study. The data were collected through a qualitative approach and a deep semi-structured interview with the elective students of university entrance exam, which were selected by the extreme case sampling. After 12 interviews, theoretical saturation was analyzed and data analysis was performed based on a seven-stage Collizzi. The deep analysis of the participant's experience of life has resulted in the classification of seven main themes (main success factors). The results were presented to the participating professors and confirmed after successive studies. The findings indicated that the identified seven factors played a major role in achieving top rank in the university entrance exam. These factors include self-motivation, ambition, purposefulness, speed, learning strategies, learning environment and family features.

The performance measurement of examinees through exerting statistical control on their ability may reveal different results in different gender groups. In this case, gender-related differential item functioning and differential test functioning as well as item/test bias is likely to occur. The main purpose of this research was to investigate the gender-related DIF/DTF and gender-related bias throughout national entrance exams in Iran. Then, special tests of a test booklet in 5 experimental groups participating in national entrance exams were chosen from 2008 to 2011 through one-stage cluster sampling method. Next, logistic regression and item response theory were used to investigate DIF and DTF, respectively. The results showed that, on average, about 14% of investigated test items had gender-related DIF with negligible effect size (EF

The purpose of this study was to investigate the role of social and educational characteristics of Hormozgan Province High school students on their success in the University entrance exam. This is a descriptive-analytical applied research. The statistical population includes three groups: a) High School Graduates of Hormozgan province b) High school principals of Hormozgan province. C) Teachers at the High schools of Hormozgan province. The first group has been selected through convenience sampling method and the other two groups through simple random Sampling. The research tools comprised standard and self-made questionnaires. Content validity was determined by experts and reliability was calculated based on Cronbach's alpha. Data were examined by way of correlational analysis and multiple regressions. The results showed that a) the participation in University entrance exam classes in hormozgan had an insignificant relationship with the success in the exam. B) The social, family and educational status had a significant relationship with the success. C) The regression showed that duration of study, educational background at elementary and high school levels, study style and family’s financial status are the factors which can predict the success in the entrance exam.

This descriptive survey aimed to investigate challenges of indigenous selection in University Entrance Exams. The study population included vice-chancellors of academic affairs, vice-chancellors of student's affairs, heads of security department of state universities affiliated to the Ministry of Science, Research, and Technology, and those managers involved in indigenous selection from Supreme Council of Cultural Revolution, Ministry of Science, Research, and Technology, and National Organization for Educational Testing. Each completed a measure developed based on interview and previous records to assess indicators related to each dimension. Factor Analysis and Analysis of Variance indicated that educational, cultural-familial, social, and economic dimensions are the most important challenges of indigenous selection, respectively. Current results also indicated that the most significant challenge in the educational dimension was the reduction of elite student's access to top universities and professors. Overall, 53.5% of the respondents expressed their strongest opposition to the educational dimension of indigenous selection, with vice-Chancellors of academic affairs accounting for 61.5% of the total figure. Finally, a significant difference was found between respondent's opinions in terms of educational and cultural-familial dimensions, but not social and economic aspects.

The goal of this study was to explore the university admission criteria in Iranian universities from the perspective of scholars and experts. A use was made of a questionnaire in this descriptive survey research. The internal consistency reliability indexes were 0. 806، 0. 76، 0. 804، and 0. 810 for high school، job skills، university entrance and social activities respectively. In order to analyze data a use was made of multiple statistics including percentage، mean، standard deviation، internal consistency coefficients، Kappa coefficient، and one-sample Kolmorogov-smirinov test. The results of this study indicated that the respondents had differential views on using high school exam results، job skills، social activities، and Konkor university entrance exam results to select students. In other words، experts advocated using multiple criteria along with the entrance exam results.