Information literacy is known as one of the basic life skills in the new millennium and for students, information literacy, critical need for access to information in today's information society. This study aimed to investigate comparative relationship of information literacy with motivation and academic achievement of agriculture and natural resources students with other graduate students at the university of Sistan and Baluchestan. Research method was causal-correlation and that was done by questionnaire. Statistical population included all of graduate students at university of Sistan and Baluchestan in the academic year 2015-16 (N=2053). A sample of 323 of all graduate students at university of Sistan and Baluchestan were selected by Cochran sampling method. Research instruments included information literacy and academic motivation questionnaires. To data analysis, Kruskal Wallis, Tukey, Spearman correlation coefficient were used by SPSS21. The results showed that there is no significant difference between agriculture and natural resources student's information literacy, motivation and academic achievement with other students. The correlation coefficients between information literacy with motivation and academic achievement were respectively 0.696 and 0/543 (P

Students’ perception about the Educational Services Quality (ESQ) is a fundamental key to improve educational activities and students’ academic achievement in higher education institutions around the world. However, the influencing mechanisms of students’ perception of ESQ on academic achievement have not been considered seriously by researchers. Therefore, the aim of this survey was to investigate that how agricultural student’s perception of QES in Ramin University affects on their academic achievement. Statistical population of this research was consisted of M.SC students; from that by using Krejcie and Morgan sampling table 110 participations were selected. Structural Equation Model (SEM) via LISREL software was used to evaluate validity and reliability of the research questionnaire, and also to examine goodness of the latent variables and to test research hypothesizes. The result of confirmatory factor analyses confirm both “the validity and reliability” of the questionnaire and “the goodness the latent variables”. The results of path analysis by using the AMOS software portrayed that the interaction quality and the university’s atmosphere quality have most direct affect on student’s perceive of ESQ and have most indirect affect on student’s academic achievement. In the other where, perception of ESQ and satisfaction in total has most direct affect on student’s academic achievement. Moreover, perception of ESQ has significant affect on students’ academic achievement.

The main purpose of this study was to investigate relationship between learning styles and academic achievement among agricultural and natural resource students, of the University of Tehran. The statistical population consisted of 3859 agricultural and natural resources students in 2013-2014 academic year from that, 265 students were randomly selected. Data were gathered through the application of an instrument consisted of main two parts including Kolb Learning Style Inventory of 1985. The research instrument was given to the academic staff of the department of Agricultural Extension and Education, University of Tehran to test its content validity. Ordinal Theta coefficient was calculated to measure reliability of items of learning styles (θ= 0.77-0.86). During this study, non-parametric statistical methods were used and data were analyzed using SPSSwin15. Applying Kruskal–Wallis test revealed that students with different type of learning style were significantly different in academic achievement. In the study, majority of the students were found to have assimilator and diverger learning styles.

This descriptive-correlation study was comdmcted to investigate factors influencing the statistical information technology by agricultural and natural resources students of Nahavand Payame Noor University. the population study was 318, from whom 175 students were selected by stratified random sampling Technique. Data were collected by questionnaire That’s validity was confirmed by a panel of experts and its reliability was measured through ordinal alpha coefficient (α=0.86).According to findings, agricultural student had Medium attitudes towards the adoption of information technology in general. The result of path analysis showed that the variable of students’ attitudes towards using information technology had the most significant effect on the adoption of information technology (β= 0.56).
Furthermore, the other variables like: working experience with internet and computers (β= 0.53), Participate in training courses(β=0.46), students’ perception of easy application (β=0.39), usefulness (β=0.28) and their proficiency in English language (β= 0.20), had the most effects on the adoption of information technology and respectively ranked in other priorities.
It suggested that necessary condition to provid positive attitudes for the students and more use of information enhancing literacy and experience using of computers and other information in students through their participation in computer training classes and courses.

The main purpose of this study was to investigate relationship between emotional intelligence and entrepreneurship willingness among agricultural and natural resource students, of Agricultural and Natural Resources University of Zabol. The statistical population consisted of 2500 agricultural and natural resources students in 2013-2014 academic year from that 178 students were randomly selected. Data were collected through the application of an instrument consisted of two parts including; Wong and low Emotional Intelligence Inventory and entrepreneurship willingness measurement tool. The research instrument was given to the academic staff of the department of agricultural extension and education to test its content validity. Ordinal theta was calculated to measure reliability of research tools (θ= 0.82-0.88). Data were analyzed using SPSS21. Results showed that there were positive relationship between emotional intelligence and all its components (self emotion appraisal, utilization of emotion, other’s emotion appraisal, regulation of emotion) with entrepreneurship willingness among agricultural and natural resources students. Also, based on ordinal regression analysis, variables: other’s emotion appraisal (OEA) and utilization of emotion (UOE), were able to predict entrepreneurship willingness changes among agricultural and natural resources students.

The goal of this study is the analysis of learning styles and stages of Faculties of Agriculture and Natural Resources students based on the theory of experiential learning cycle. This research is correlated to the quantitative paradigm in terms of the functional and descriptive aspects of data collection. The survey sample consisted of Faculty of Agriculture students of Razi University, Kermanshah and they were selected with relative multistage sampling (N=324). The tool of the study was a questionnaire which included demographic characteristics and Kolb Learning Styles Inventory (KLSI). First, the level and learning styles of participants were determined and then software SPSS17.0 was used for analysis. In this study the frequency, mean square, Chi-square, F, Kruskal Wallis and Cramer’ V tests were used. There were no statistically significant differences in terms of student learning styles and stages, however, the best stages of learning were “Active Experimentation” and “Abstract Conceptualizations” and the best learning style was "converge". Furthermore, personal characteristics of these stages and styles did not show a significant relationship. Finally, recommendations for effective teaching based on the findings are presented.

Internship is a unique training program that purpose is to integrate education with experimental programs and activities. It is necessary to examine the weaknesses of the implementation of this course in the pas t years, successful experiences of implementing this program in other countries and receiving and summarizing the opinions of the s takeholders of this program for improving the effectiveness of internships for agricultural s tudents. In order to implementation of the Memorandum of Cooperation between the Minis tries of Science, Research and Technology and Agriculture-Jahad and the law on increasing the productivity of agriculture and natural resources, that he purpose of which is to use the capacities of executive and governmental bodies in the implementation of the internship plan for agricultural s tudents, this research was conducted with the aim of inves tigating the obs tacles and challenges of the implementation of the internship program of agricultural science s tudents in the Minis try of Agriculture-Jahad by using a qualitative research method and a deductive approach. The s tatis tical population of this s tudy was all educational deputies and the ins tructors working in the Agricultural and Natural Resources Research Centers of the country in the academic year 2021-2022 (N= 64), of which 38 people were selected by purposive sampling method. As a result of the content analysis, the challenges of implementing the s tudents' internship were categorized in; the course curriculum, implementation of the course, internship ins tructors, s tudents (interns), the organizational unit accepting the intern, and the college and university. The mos t important challenges from the respondents` point of view included the s tudents' lack of motivation to actively participate in this course due to the uncertainty of their job opportunities, lack of monitoring and detailed visits by the university and the Minis try of Agricultural Jihad on the implementation of the course in the units accepting interns, the lack of motivation of trainers to optimally implement the internship course, and the lack of coordination and cooperation between universities and units conducting internships. Encouraging s tudents to participate in skill training and methods, active cooperation of universities with executive bodies in the implementation of practical trainings and equipping organizational unit accepting the intern with facilities and equipment needed for the implementation of the internship training course were among the sugges tions of this research.

Today, entrepreneurship education is needed in universities for progress, production and development. In recent years, the growing unemployment of educated people in the fields of agriculture and natural resources has caused great concern for individuals and society. Therefore, the present study was conducted to investigate the factors affecting entrepreneurship education of agricultural and natural resources students at Shahrekord University. This research is a descriptive-correlational research. The statistical population of this study included all incoming students of the faculties of Agriculture, Natural Resources and Earth Sciences of Shahrekord University in the academic years 2014-18 (N = 2000). To determine the statistical sample size using Cochranchr('39')s formula, 322 students were selected as the sample. Data collection tool was a questionnaire whose validity was reviewed and confirmed by the professor of the management department of Payame Noor University of Khansar. To measure the reliability of the questionnaire, the method of calculating Cronbachchr('39')s alpha coefficients was calculated using SPSS software version 23 and showed an acceptable Cronbachchr('39')s alpha coefficient (a= 0.70-0.86). Inferential statistics and structural equations were used to analyze the data using Amos software. Findings showed that empirical learning, information and communication technology, risk-taking and entrepreneurial characteristics of the learner directly and indirectly affect entrepreneurship education. Therefore, universities should pay attention to the importance of factors affecting entrepreneurship education and make more use of experiential learning and information and communication technology in entrepreneurship education.

The aim of this study was to analyze the entrepreneurial skills of Agricultural and Natural Resources students. The population was included 893 students of faculties of Agriculture, Water & Soil, and Natural Resources at University of Zabol and study sample was calculated 269 students using stratified random sampling. The data gathering instrument in this study was a questionnaire which its validity was confirmed by experts in the field of entrepreneurship and its reliability was confirmed through a pilot testing and Ordinal Theta was between 0.81 - 0.92. The results of the current and desired situations of the entrepreneurial skills showed that the team building skill is in ranked first. However, the skill of familiarity with the legal and commercial rules was ranked lowest in both the current and desired situations. The results showed that the deepest the gap between the desired and the current situation belongs to the skills of familiarity with the legal and commercial rules, writing a business plan, and communications, respectively. It recommended that the entrepreneurial skills should be taught as a multi-step process. In such a way that each entrepreneurial skill is segmented and each section should be taught both theoretically and then practically.

In the rehabilitation programs of prison inmates, traditional education methods are generally used to train prisoners. Learning through participation and team activity is one of the common educational methods in today's era. This study was conducted to use the Team Member Teaching Design (TMTD) model to strengthen and improve the professional development of prisoners in Arak Prison.

In this semi-experimental study, a pretest and post-test design with a control group was used. They studied samples of prisoners in men's and women's prisons in Arak city and in five training courses (diaphoretic, crystal decorations, women's decorations, saffron cultivation, and bee breeding) in 1402 to compare traditional teaching methods. and the teaching plan was team members (TMTD).

In the compared groups, the effect of the TMTD teaching method on the professional development of prisoners was shown. The results of the average comparison tests also indicate a significant difference between the two teaching methods in the field of strengthening the professional behavior of prisoners in all five training courses. This research discusses the implementation of the team method, the teaching plan of the team members, and its consequences in teaching and provides a path for the effective use of teaching methods to obtain better results in the teaching and learning process in prison vocational classes.