فهرس المقالات educational background

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  1 - The effect of educational background on students’ color preferences for improving the quality of learning in learning environments (A case study: undergraduate students majoring in computer and architecture in Mashhad)
  Hooman Dehvari Iman Mirshojaeian hosseini Seyyed Mahdi Maddahi
  10.22094/soij.2023.1964514.1506
  Research has shown the effect of classroom environment variables on students’ learning performance. Color, as a variable in the interior space, has great impacts on the audience’s perception of the environment. Using students’ color preferences in clas أکثر

  Research has shown the effect of classroom environment variables on students’ learning performance. Color, as a variable in the interior space, has great impacts on the audience’s perception of the environment. Using students’ color preferences in classes can have a significant effect on the quality of their learning. Numerous factors can affect people’s color preferences, but the question is whether educational background plays a role or not. The present study aims to evaluate the effect of educational background on students’ color preferences, so that an appropriate color will be chosen for classroom interiors to improve the quality of learning in educational environments based on the impact of choosing a given color. A total of 618 undergraduate participants majoring in computer sciences and architecture from both males and females were evaluated. In a qualitative questionnaire, students were asked to choose their first color preference as the color of the classroom interior, and then their favorite color was chosen from among the 12 main colors of the color cycle in addition to 3 achromatic colors. SPSS and Pearson's chi-squared test were used to evaluate this test. The results indicated that there is no significant relationship between students’ choice of color and their educational background in both majors (computer and architecture). However, the students’ color preferences in choosing a color for the interior of the classroom in both disciplines are affected by their educational background. This research helps us understand how to use color in the learning environments to increase the quality of learning. تفاصيل المقالة
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  2 - Investigating the Impacts of EFL Teachers' Age, Educational Background, Instructional Experience and Gender on Their Beliefs about Formative Assessment
  Kamran Mehrgan Abdolmajid Hayati Seyyed Mohammad Alavi
  Formative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment a أکثر

  Formative assessment is deemed the collaborative processes in which teachers and learners are engaged for the purpose of understanding the learners' learning and diagnosing their strengths and weaknesses. On the other hand, teachers' beliefs about formative assessment are paramount and might be influenced by a legion of variables such age, educational background, instructional experience, and gender. This study investigated the impacts of EFL teachers' age, educational background, instructional experience, and gender on their beliefs about formative assessment. To this aim, 100 male and 100 female EFL teachers from Ahvaz junior and senior high schools participated in the study. The participants were given the questionnaire of teachers' beliefs about formative assessment. The results regarding EFL teachers' age, educational background, and gender revealed no statistically significant influence on their beliefs about formative assessment. However, teachers' teaching experience had significant impacts on their beliefs about formative assessment. These findings can contribute to EFL authorities concerning assessment procedures in language learning and teaching. تفاصيل المقالة
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  3 - Investigating the Level of TPACK among Iranian EFL Teachers in Relation to their Educational Background and Teaching Experience
  Afshin Mansouri Qadikolaei Amir Marzban Ebrahim Fakhri Alamdari
  This survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran أکثر

  This survey research looked at Iranian EFL teachers’ level of Technological Pedagogical Content Knowledge (TPACK) in connection to their educational background and teaching experience. The survey included 104 Iranian EFL teachers from several branches of the Iran Language Institute (ILI). The TPACK Self-Assessment Questionnaire (Baser et al., 2016) was used to measure the participants’ scores in different TPACK Questionnaire components (TK, CK, PK, PCK, TCK, TPK, and TPCK). The results showed that among the participants at different educational levels, there was no significant difference considering their scores in TK, CK, PK, PCK, TPK, and TPCK. However, when it comes to TCK scores, the MA participants outperformed the BA ones. The findings also showed that the more experienced participants outperformed the less experienced ones in terms of their obtained scores in PK, PCK, and TPCK. However, there was no significant difference between the more experienced and less experienced participants’ TK, CK, TCK, and TPK scores. The study’s findings indicated the importance of hosting TPACK workshops for language teachers who require more training in this area. تفاصيل المقالة
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  4 - An Explanation of the Teacher’s Personal Constructs: The Effects of the English Language Instructors’ Majors on their Orientations toward Teaching Reading Comprehension
  Seyed Esmaeil Arib
  This study seeks to examine how teachers’ educational background (those who have educated in TEFL in comparison to those who have educated in Literature) may influence their beliefs and attitudes on language learning, teaching and the teaching methods they apply i أکثر

  This study seeks to examine how teachers’ educational background (those who have educated in TEFL in comparison to those who have educated in Literature) may influence their beliefs and attitudes on language learning, teaching and the teaching methods they apply in their classes. On a general basis, depending on teachers’ opinion, learning process might be seen as behavioristic, inductive, interactive or cooperative; teaching might be seen as structural, functional, interactional, or task-based; finally, reading comprehension might be seen as practice, product, process, or social process. Though it is not within the scope of the present study to find how each one of these teaching and learning processes might correspond to the teachers’ beliefs, the main argument of the study is that the teacher’s own educational background has a strong influence on the application of different approaches to teaching reading comprehension courses. The results indicated that the relationship between the teacher’s educational background and his or her opinion about the processes of learning and teaching in the classroom was neither correlated nor significant. Anyhow, the teacher’s educational background was found to have a strong effect on the method s/he applies in his Reading Comprehension classes. تفاصيل المقالة