The aim of this study was the investigation and the comparison of the third-grade athletic and non-athletic high school students’ mental hygiene and educational performance in Marvdasht city. The research method was descriptive (ex-post facto).The population of th More
The aim of this study was the investigation and the comparison of the third-grade athletic and non-athletic high school students’ mental hygiene and educational performance in Marvdasht city. The research method was descriptive (ex-post facto).The population of the study included all athletic and non-athletic male and female third-grade high school students of Marvdasht city out of which 100 athletic and 100 non-athletic were selected as the sample, using the stratified sampling strategy. The data of this study was collected through two instruments: educational performance test (Fam & Taylor) as well as Goldberg & Hilliermental hygiene questionnaire. The data of the study were analyzed via applying both descriptive statistical methods (mean and standard deviation) and inferential statistical procedures (independent T-test and Analysis of Variance). The results of the study showed a meaningful difference between educational performance and mental hygiene in the athletic and non-athletic participants of the study. Further, there was no difference between the educational performance level of athletic and non-athletic students. Meanwhile, there was no difference between the mental hygiene levels of athletic and non-athletic students. Thus, it was concluded that ‘sport’ as an important variable could have a positive effect on the educational performance and mental hygiene of students, and that physical education curricula should be considered with greater emphasis.
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The aim of this study was to examine the effect of teaching meta-cognitive strategies on the educational performance and creativity of the-fifth-grade-primary-school students. The research method was quasi-experimental with a pretest and a posttest for both experimental More
The aim of this study was to examine the effect of teaching meta-cognitive strategies on the educational performance and creativity of the-fifth-grade-primary-school students. The research method was quasi-experimental with a pretest and a posttest for both experimental and control groups. The target population included 150 students of fifth-grade primary school in Kherame city. Two groups of them (44 students) were selected as the sample of the study, that is, the experimental and the control groups. In order to collect the data the Educational Performance Test (EPT) and the creativity Schafer questionnaire were used. The comments of 10 educational experts were used to determine the validity of the questionnaire. Also, the reliability of the questionnaire was calculated using the Cronbach Alfa that was about 0.84 for the creativity Schafer questionnaire and 0.74 for the Educational Performance Test. The data was analyzed using the descriptive statistical methods such as ‘mean’ and the inferential statistics such as covariance. The findings of this study indicated that meta-cognitive strategies training had significant effect on educational performance (57%) and creativity (27%).
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