نشریه آموزش و ارزشیابی
پیاپی 29 (بهار 1394)

This study was aimed to investe the effect of self- monitoring of attention training on math performance of students with a math disability. The pretest – posttest control group design was used. The participants consisted of 50 fifth grade students with a learning problem in math who were selected from among the elementary school students in Khoy. They were randomly assigned to two experimental and one control groups. Diagnostic tests of mathematical learning disability (Key Math.), mathematical problem solving test and Raven' children intelligence test were used to collect the data. The results were analyzed the using ANCOVA. The results indicated that the students with math disability in the experimental group who received self- monitoring of attention training achieved higher scores in solving verbal math problems and numerical calculations in the posttest than the ones in the control group.

The purpose of the current research was to find out the effectiveness of storytelling techniques on enhancing social intelligence of Elementary school female students. The research method was Quasi-experimental with two pre-test and post-test groups. The statistical population included female students of primary school, fourth and fifth grades in Meshkin Shahr in the academic year 1391-1392. The participants included sixty 4th and 5th female students in Meshkin Shahr, in the academic year 1390-1391, who were selected through cluster random sampling. These students were then assigned to two experimental and control groups, each with 30 students. The experimental group received story telling as the treatment for 10 sessions in 10 weeks. The participants in both groups took the pre-and post-test of social intelligence which was based on Iromoso’s model. The covariance analysis showed that there were significant difference between the experimental and control groups in social intelligence and its components. The results showed that storytelling was an effective method to increase the students’ social intelligence and can be used in educational environments by teachers.

The purpose of this research was to compare the academic achievement and achievement motivation of students in regular and smart elementary schools. The design of the study was causal-comparative and the statistical population included all the students in the elementary schools of Tabriz, among whom 366 students from regular elementary schools and 208 case from smart elementary schools were selected using cluster sampling ones. The data were collected using Ali and Inery McI achievement motivation questionnaire and the student's academic achievement scores. ANOVA was conducted to analyze the data. The results showed that there are significant differences between the students of regular and smart schools in academic achievement and achievement motivation and its components. In other words, smart school students have higher academic achievement and motivation.

The main purpose of this study was to investigate the effect of inquiry instructional method on the 5th Grade Male student's academic achievement in experimental sciences. The research methodology was quasi-experimental with pre-test, post-test and control group. The population were 3101 5th grade male students of primary schools in the Distrial 1 of Urmia in the academic year 2014-2015 who were selected using clustor random sampling. The students of two 5th grade classes were randomly assigned to one experimental and one control groups. The control group with 31 students received direct instruction and the experimental group with 32 students received inquiry instruction. For assessing the students cognitive skills a researcher - made questionnaire, with the Reliability coefficient of 0.82, was used. The content validity of the questions was checked by some experts. To analyze the data, the researcher conducted ANOVA. The results showed that inquiry instructional method is more effective than direct instruction.

The present study was an attempt to investigate the effectiveness of hardiness Training (Kobasa Mody model) on the students’ test anxiety and academic achievement in the Fourth grade primary schools of Ilam. The population consisted of all elementary school male students in Ilam. The sample in this study, selected through amulti-stagecluster sampling method, included 120 male students. Who were assigned in the experimental (n=60) and control groups (n=60). To measure the research variables, Test Anxiety Inventory (TAI), and students’ achievement tests, were used. The research design was pretest, posttest with control group. Having selected the participants, the researcher administered the pretest in both experimental and control group. Then, the experimented group received hardiness training in 12 sessions, at the end of which the post test was given to both groups. Then, the data were analyzed using multivariate analysis of covariance. The results showed that hardiness significantly lower than 0/05 reduced test anxiety and increased academic achievement of the students in the experimental group.

The present study examined the effectiveness of ‘none of the above’ (NOTA) as a test alternative in multiple- choice items.It intended to estimate item fit, item difficulty, itemdiscrimination, guess factor of such a choice and the reliability of the whole test. To this end, the researchersselected five passages of reading section of the Cambridge Key English Test known as KET (2010) and developed a parallel form of that test; test one did not include NOTA, whereas the second test, administered two weeks later, included NOTA. The two tests, 32 items each, were given to 142 high-school third graders. The results, analyzed through 3-parameter logistic model of item response theory (IRT), revealed that multiple-choice questions including the alternative NOTA were easier than their counterparts. In addition, NOTA option did not threaten item fit and item discrimination but increased the guess factor, which, in turn may threaten the reliability and validity of the test.

The aim of the present research was to determine the role of affection toward school, personality traits and academic performance in differentiating between self disciplined students and those with disciplinary problems. The research sample included 420 second and third grade high school students in the academic year 1391-1392 in Tabriz who were selected by multi-stage cluster and purposeful sampling methods. To choose the self-disciplined and those with disciplinary problem, two cut-off scores were set for the students’ discipline scores. In this research, a questionnaire of measuring attitude toward school was used for measuring the students’ academic affection and a questionnaire of five main factors of neo personality was applied for assessing the personality traits of the participation. Also, the first semester averages were used by as an index of academic performance. The obtained data were analyzed statistical methods of logistic regression and discriminate function analysis. The results of logistic regression indicate that the elements’ averages, self-regulation and attitude toward school and the variable of being receptive, respectively and positively, predict the group membership of students with disciplinary problems. The discriminate function analysis results also showed that self-regulation, attitude toward school, academic performance and attitude toward teacher and class and finally being pleasing have significant potential in differentiating between two groups of disciplined students and those with disciply problems. The results also indicate that 75/3 percent of the individuals in both groups were classified properly according to these variables. The implications of the findings have been discussed in the paper.

The aim of this study was to compare the sexual differences in athletic students’ sporting participation motivation. It was a descriptive - comparative field study. The population of this study was the students who participated in girls and boys’ sports events of high schools of Khorasan Razavi province in 2011. For this purpose, 589 boy and girl students were selected as the sample, using stratified Taxonomy sampling method. To collect the data, Gill et al, s question was used and to analyze the data, Kolmogorov-Smirnov (K-S) and Mann-Whitney analyses were conducted. The findings revealed there are significant differences between girls and boys in motivation for sport participation (P≤0.001). Also, the results showed significant differences in motivational factors including success, preparedness, relief of energy, finding friends and fun between the girls and boys(P