List of Articles ninth grade students

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  1 - The Role of Internal and External developmental assets in Predicting the Academic Performance of Work and Technology course and Social Studies course for Ninth Grade Students
  Arezu Ghafoori Mahdi Shariat Bagheri Ebrahim SafiKhanie Mahdi Rezaie
  Positive development during adolescence has lifelong consequences; developmental assets frameworks contribute to the well-being of newcomers, including avoiding high-risk behaviors and engaging in positive or thriving behaviors. One of the main concerns of educational More

  Positive development during adolescence has lifelong consequences; developmental assets frameworks contribute to the well-being of newcomers, including avoiding high-risk behaviors and engaging in positive or thriving behaviors. One of the main concerns of educational systems is trying to find ways to improve students' academic performance. The statistical population of the research was all ninth grade students of Qazvin province. Various psychological factors can affect academic performance. The aim of this study was to investigate the role of internal and external developmental assets in predicting the academic performance of ninth grade students in work and technology and social studies. With the cluster sampling strategy, the questionnaires were provided to the students in a Shad environment. Regression analysis was used to determine the contribution of independent variables in predicting the dependent variable. The results of the present study indicate that the correlation (relationship) between the variable of developmental assets and its subscales and students 'performance in work and technology and social studies is significant, which with increasing students' developmental assets score, their academic performance also improves. Manuscript profile
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  2 - Examining the problem-posing process as an evaluation tool
  Nasim Asghary Robabeh Afkhami Banaem ahmadreza haghighi
  Abstract Problem posing provides an opportunity to students for what they need to know and can create their mathematical knowledge, and allows teachers to observe patterns of understanding and learning mathematics of students, By challenging their thinking in proble More

  Abstract Problem posing provides an opportunity to students for what they need to know and can create their mathematical knowledge, and allows teachers to observe patterns of understanding and learning mathematics of students, By challenging their thinking in problem-solving situations. Formative evaluation in classrooms is of great importance to find out how students learn to determine the strengths and weaknesses of their learning. Therefore, this study examines the process of problem posing as an evaluation tool. The statistical population of this research is all ninth-grade students in Tehran. In this study, 64 ninth-grade female students were selected as available samples. This study is practical in terms of purpose and semi-experimental in implementation. The tests were designed based on Stoyanova and Ellerton's (1996) framework. The examination of the questions was done according to the Wistro-U model (2009), the Yip Ban Har and Pai Hat model (2008), and the study of Silver and Kai (2005). Analysis of the tests was done quantitative-qualitative. Also, the face and content validity of the tests were confirmed by the professors of mathematics education, and Cronbach's alpha coefficient was 0.74. The results showed more than two-thirds of the students were not able to combine different subjects of mathematical concepts in the design of problems, and this result showed their lack of understanding in connecting the concepts. Also, according to the structure and solving of the issues proposed by the students, some misunderstandings the students were extracted from the mathematical concepts. Also, posing real verbal problems showed half of the students that the opportunities to pose problems have increased their understanding of the concepts. In unrealistic verbal problems, students' understanding of the concepts used in these problems is procedural and not conceptual. Manuscript profile