The Effect of Performance Tests on the Academic Achivement, Academic Attitude, and Retention Power of Junior High School Students in Mobarakeh
Subject Areas : Educational Psychology
Hamid naghizadeh
1
(کارشناسیارشد برنامهریزی درسی واحد خوراسگان)اصفهان(، دانشگاه آزاد اسلامی، اصفهان (مدرس دانشگاه فرهنگیان)، ایران)
Zohreh saadatmand
2
(استادیار علوم تربیتی، واحد خوراسگان(اصفهان(، دانشگاه آزاد اسلامی، اصفهان، ایران)
Keywords: Evaluation, retention, performance test, academic achivement,
Abstract :
The present study aimed at investigating the effect of perfamance tests on the academic achievement, academic attitude and retention power of jounior high school students in Mobarakeh. The research populations of this study were all male and female students studying at jounior high schools in Mobarakeh in the academic year 1393-1394, who were 3886 students. From among this population, two male and female high schools were randomly selected, and from each high school, two grade seven classes were randomly selected as the sample of the study, one class as the experimental group and another class as the control group. The reseach design was quasi-experimental with pretest, posttest, and control group. A pretest and posttest were used to measure the participantsʼ retention power and academic achivment and a research-made questionnaire with 30 items were used to examine their academic attitude. The validity and reliability of the instruments were checked. The reliability coefficients of the academic achievement test, retention test, and the questionnaire were 0.88, 0.87 and 0.85 respectively. Aslo, a panal of experts confimed the face and content validity of the instruments. The collected datd were analyzed through covariance analysis. The results indicated that there was a significant difference among the means of academic achievement, retention and academic attitude between the experimental and control groups in the posttest (p<0.01). Hence, it was found that administering performance tests can have a positive effect on the academic achievement, academic attitude and retention in experimental sciences courses
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Yar Mohammadian, M. (1997). Curriculum planning. Tehran: Yadvareh Ketab Publication [In Persian]
_||_Baniasadi, H. (2005). Introduction to descriptive evaluation model. Tehran: Azmoon Novin [In Persian].
Bassant, K.C. (1995). Factors associated with types of mathematics anxiety in college student. Journal of research in mathematics education, 26, 327-345
Bazargan, A. (2001). Educational evaluation. (1nd ed.). Tehran: Samt publication [In Persian].
Bazargan, A. (2002). Educational evaluation. (Concepts, models and operational processes). (2 nd ed.) Tehran: Samt publication [In Persian].
Bloom, B. (1979). Human characteristics and institutional learning. (A. Akbar Seyf, Trans.) Tehran: Aghah publication.
Butler, R., & M. Nissan. (1986). Effects of No Feedback, Task-Related Comments, and Grades on intrinsic motivation and performance. Journal of Educational Psychology, 78, 210-216
Feedman, M. P. (1997). Relationship among laboratory instruction, attitude towards science and achievement in science knowledge. Journal of Research in Science Teaching, 34, 343-357
Forsythe j, (2012). Elementary student Attending Behavior as a function of classroom Activities. Journal of Research in Education, 60(4), 102 – 106
Hafez nia, M. (2009). An introduction to research method at humanism. Tehran: Samt publication [In Persian].
Haghighi, F. (2004). The role of descriptive evaluation in studentsʼ learning at elementary schools in Tehran, academic year 2003-2004. (Unpublished masterʼs thesis) [In Persian].
Harlen, W. (1999). Effective Teaching of Science. Edinburgh: Scottish Council for Research in Education.
Hasani, M., Ahmadi, H. & others. (2004). A report on the implementation of disciptive evaluation in sample schools in the academic year 2003-2004. Tehran: Office of cultural academic assessment [In Persian].
Hasani, M., & Kazemi, Y., (2004). Descriptive evaluation model (objectives, principles, solutions). Tehran: Asar-e-Moaser [In Persian].
Hasani, M. (2002). A guide to emplementing descriptive evaluation. Tehran: office of elementary school education [In Persian].
Joys, B. (1999). New models for teaching, (M. R. Behrangi, Trans.) Tehran: Taban publication.
Karimi Alavijeh, A. (2012). Identifying barriers and challenges to the emplimentation of descriptive evaluation from primary education teachersʼ and expertsʼ perspective. (Unpublished mastersʼ thesis), Khorasgan Azad University [In Persian].
Karimi, Y. (2000). Social psychology (7 th ed.). Tehran: Arasbaran publication [In Persian].
Kempa, R. F. (1999). Assessment in Science. Cambridge: Cambridge Science Education Series, Cambridge University.
Kianmanesh, A., & Kheyrieh, M. (2001). Assessment and measurement in science, Tehran: education office publication. Breeding collage [In Persian].
Lachiver R. & Tardif G. (2002). Teacher evaluation, student self – evaluation. Journal of learning Disabilities, 13(5).
Lunetta, V. N. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In K. Tobin, & B. Fraser (Eds.). International handbook of science education, (PP. 249-264).
Mostoreh, H., Ali Abadi, KH., & Moghadasin, M., (2011). Considering the effect of virtual laboratory on learning physics lessons and laboratory. Cultural Psychological Article, 8(25): 89-100 [In Persian].
Naderi, A., & Seyf Naraghi, M. (1999). Learning disorders. Tehran: Amir Kabir publication [In Persian].
Naghizadeh, H. (2010). New evaluation of experimental sciences in secondary school, Esfahan: Oghyanus-e-marefat publication [In Persian].
Olina Z., & Sulivan Hj. (2002). Effects of classroom evaluation startegies on student achievement and attitudes, Educational Technology Research and Development, 50, 61-75.
Parsa, M. (1996). Theories of learning and teaching. Teacher Training University publication [In Persian].
Rastegar, T. (2005). Evaluation at the Service of Education. (5th ed.). Tehran: Cultural Institute of Monadi Tarbiyat [In Persian].
Razm Ara, S. (2005). Investigating the role of descriptive evaluation in reducing anxiety and improving studentsʼ academic achievement in male and female primary schools in Tehran, academic year: 2004-2005. (Unpublished Masterʼs thesis) Tehran Payame Noor university [In Persian].
Rezaiee, A. (2005). The effect of descriptive evaluation on the third grade primary school studentsʼ cognitive, affective, psychological-motional characteristics in Tehran. (Unpublished doctors dissertation). Allame Tbatabaei University, Tehran [In Persian].
Saif, A. (2002). Educational psychology (learning and training). New edition, Tehran: Agah publication [In Persian].
Saif, A. (2008). Assessing the process and product of learning, old and new methods. Tehran: Doran publication [In Persian].
Saif, A. (2010). Measurment, assessment, and educational evaluation, (13th ed.). Tehran: Doran publication [In Persian].
Saif, A. (2010). New Educational psychology, (6th ed.). Tehran: Doran publication [In Persian].
Salami, R. (2013). The effect of virtual laboratory in chemistry courses (based on constructivistic teaching method) on female high school studentsʼ academic achievement in district 3 Isfahan. (Unpublished masterʼs thesis). Khorasgan Azad University [In Persian].
Sharifi, H. (2009). Research methods in behavioral sciences. Tehran: Sokhan Publication [In Persian].
Daniel, L., & Shinkfield, A. J. (1986). Systematic Evaluation. A self success in standards-based schools. Phi Delta Kappan, 87, 324-332.
Wu, Y., & Tsai, C. (2005). Development of elementary school students' cognitive structures and information processing strategies under long-term constructivist-oriented science instruction. Science Education, 89, (5), 822-846
Yadegarzadeh, GH. (2009). Rethinking academic achienment evaluation. Journal of Education Technology Growth, 14, 16-28 [In Persian].
Yar Mohammadian, M. (1997). Curriculum planning. Tehran: Yadvareh Ketab Publication [In Persian].