نشریه رویکردهای نوین آموزشی
سال چهاردهم شماره 2 (پیاپی 30، پاییز و زمستان 1398)

Postsecondary education has increasingly shaped the possibilities and the opportunities for achieving success during adulthood. For most youth, being able to enter college, however, requires planning and preparation that begins early in life. Some studies of college entrance predictors have focused on the elementary school years. The purpose of present study was to predict college entrance from anticipatory values, family resources, self-concept and academic status with the mediating role of motivational beliefs, resistance, hardiness and industry. This study was descriptive and correlational. The sample was selected from 12 female elementary schools and 12 male elementary schools in the field and cluster manner. Data was gathered from 948 students in sixth grade and their fathers and mothers to predict college entrance. Results showed that high resistance, industry and high hardiness had a significant role in predicting college entrance. Based on the results, it can be said that resistance, industry and hardiness are personality traits which influence college entrance. So, education masters should have some proggrams to enhance student`s resistance, industry and hardiness.

The shortcomings of traditional methods, technical developments, and the requirements of today's world have necessitated the development of a new approach to education. Therefore, the purpose of this study was to compare the amount of learning and retention resulted from the Web Quest, Mobile and Flipped training methods among the second grade female students of Sama schools in Najaf Abad city. Research method was quasi-experimental with pre-test and post-test with three groups of 10 students. Statistical population of the study consisted of all female students of second grade in Najafabad city in the academic year of 2016-2017, and statistical sample consisted of 30 second grade students who were selected through multistage cluster random sampling. The researcher-made tests (learning test and retention test) were used, and for data analysis the analysis of variance was used. Findings showed that there was a significant difference between learning and retention scores in webquest and flipped training (P <0.05), and out of these three methods, Mobile training was the most effective on learning and Web Quest was the most effective method on retention of students.

The purpose of this research was the needs assessment of holding course of parental for women in Kashan based on Borich model and Quadrant analysis. The statistical population included all the women with diploma in Kashan and experts majoring in education, psychology, sociology and Islamic culture at Kashan universities who were 25366 and 27 people respectively. Using clustered random sampling, 378 subjects were selected as female sample. 21 experts were surveyed by census. The data collection instrument was a researcher-made questionnaire which assessed the women’s educational needs taking Borich model in two aspects of importance and ability. Then, quadrant analysis was used in order to adapt needs. Results of Borich model showed that 4 educational needs had the highest priority. Taking quadrant analysis into account, from the women and experts’ viewpoint, 21 teaching subjects were proposed with the highest priority two of them were from existence needs, 4 relatedness needs, 8 growth needs and 7 information needs. Comparing the results from two models in order to adapt women and experts’ viewpoint revealed that both groups had similar views regarding women’s educational needs and they were in agreement. Therefore, considering the results of research holding a family education course with priority educational needs headings is necessary.

The purpose of this study was to investigate the impact of blended learning on the self-determination and its dimensions and academic eagerness in students. The research method was quasi-experimental with pretest-posttest design with experimental and control group. The statistical population of the study was students of Payam Noor University of Kerman in the academic year of 2018-2019 and through available sampling, 30 students of blended education and 30 students of traditional education were divided into experimental and control groups. After pre-test on two groups, the experimental group was intervention, at the end of the intervention, post-test was performed on two groups. The tools of the study were self-determination questionary La Guardia & etal (1993) Reliability using Cronbach's alphao.86 and its content validity were approved by experts and academic eagerness questionary pintrich (1991) & shafli (2002) with reliability 0.78 and validity 0.8. To analyze the data, covariance analysis was used in SPSS-22. The results of covariance analysis indicated that blended learning has been effective in improving self-determination and academic eagerness in students. Since self-determination indicates that competence, communication, and autonomy needs are essential for psychological growth and well-being and also academic eagerness is the effort of learners to learn and acquire skills and it provides learners with the right conditions so that they can learn more. Based on the research findings is suggested to provide a framework for using blended learning approaches to improve the quality of learning and education.

The main purpose of present study was to investigate the effect of teaching problem solving using drawing strategy on word problem Solving performance of seventh grade students. This study was fundamental in terms of purpose and in terms of implementation a quasi-experimental method using pre-test and post-test design with the control group. The number of students in the experimental group and the control group was 207 and 216, respectively. To determine reliability, in a implementation, the questions of both tests were performed on a sample of 30 students, and Cronbach's alpha of the pre-test questions was 0.81 and the post-test questions was 0.77, which was desired. Results showed that students usually use non-formal strategies to solve word problems. However, after learning the drawing strategy, they prefer to use this strategy rather  than problem-solving strategies. They also draw various shapes to solve problems. This means that the shapes are not unique, and students draw the shape according to their personal and previous experiences. In addition, using parametric t-test, the difference between the problem-solving performance of the experimental and control group students in the pre-test and post-test was significant, meaning that the experimental group students performed better in solving word problems.

In educational systems, one of the most important tasks of teachers is teaching. Improvement of teaching activity is one of the concerns of education today which requires studying factors and variables that influence teaching improvement.  In this regards, the purpose of this study was to investigate the effect of school organizational conditions, leadership perception and teacher motivation on improving teacher activity with mediating role of teacher professional development. Research method was descriptive-correlative. The statistical population consisted of all elementary teachers in West Azerbaijan, with Cochran formula and multistage cluster sampling method, 376 persons were choosen as sample. Measurement Tools included standard questionnaires whose validity and reliability were confirmed. Data was analyzed using structural equation modeling technique with SPSS and Pls software. Findings showed that the direct effect of teacher development and teacher motivation on teaching were significant. The direct effect of leadership perception and school organizational conditions on teaching were not significant. The indirect effect of teacher motivation, leadership perception and school organizational conditions mediated by professional development on teaching is significant. Based on the findings of the study, it can be concluded that in order to improve teaching in the school, we can work more motivated, appropriate leadership style and improve the organizational conditions of the school in developing teachers' skills in order to improve the teaching activity in schools.