The purpose of this research was to study the teachers’ point of view on the effective factors on not using teaching aids in the process of teaching and learning in high schools in Mazandaran province. The method of the study was descriptive-survey and the populat More
The purpose of this research was to study the teachers’ point of view on the effective factors on not using teaching aids in the process of teaching and learning in high schools in Mazandaran province. The method of the study was descriptive-survey and the population was all teachers at high schools with more than two years service life. Out of the whole statistical population, 360 were selected randomly as sample, based on the Morgan table. The data collection was done through a researcher made questionnaire. In analysis of the collected data, the descriptive and inferential statistics were used. Results showed that several factors were effective on not using of teaching aids in the process of teaching and learning, including: negative attitude of teachers toward teaching aids, shortage and non availability of such aids, the crowding of students in each class, not mastery of teachers in using teaching aids, and inefficiency in way of school management.
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The most positive step towards matching aspects of the physical environment with the behaviors of users is to improve pupils' mental health and pay attention to the effect of color in classrooms. As the future builders of the country, it is essential that pupils have a More
The most positive step towards matching aspects of the physical environment with the behaviors of users is to improve pupils' mental health and pay attention to the effect of color in classrooms. As the future builders of the country, it is essential that pupils have a very high mental health level, so this study evaluated the effect of color on their mental health. The approach of this research is "applied" and interventional. In order to measure the child's strengths and weaknesses, a questionnaire (SDQ) that has five subscales of emotional symptoms, behavior problems, hyperactivity-attention deficit, communication problems with peers and pro-social behaviors has been used. Based on the results, it can be said that male students' hyperactivity symptoms before and after coloring are distinct, since the significance level for boys is lower than that of 0.05. However, the significance level for girls is greater than the significance level of 0.05, which means that with 95% confidence, there is no difference between the mean hyperactivity symptoms of female pupils before and after coloring. As a result, the coloring of the classes affected the signs of hyperactivity of male pupils, but it did not affect the signs of hyperactivity of female pupils.
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The purpose of this research was factor analysis of the components of resilience schools in order to present a model.The present research method was descriptive and quantitative and practical in terms of purpose.The statistical population consisted of all school teacher More
The purpose of this research was factor analysis of the components of resilience schools in order to present a model.The present research method was descriptive and quantitative and practical in terms of purpose.The statistical population consisted of all school teachers in Kurdistan province, which was selected by multi-stage cluster sampling method and based on Morgan's table, a sufficient sample of 384 people was selected, and finally there were 369 complete questionnaires. Exploratory factor analysis was used to check the validity in the quantitative part. Also, Cronbach's alpha coefficient was used to check the reliability, and the total reliability of the research tool was 0.92, which indicated the acceptable reliability of the tool. Descriptive and inferential statistics were used for data analysis through SPSS and Lisrel software. The findings showed that these 4 factors related to the causal conditions dimension of the resilient schools foundation data model explained a total of 82.682% of the variance; That is, the items of this questionnaire can explain 82% of the causal conditions of resilient schools. Also, 7 factors related to the dimension of strategic indicators of resilient schools explained a total of 76.63% of the variance. The contextual indicators of resilient schools explained a total of 27.65% of the variance; The intervening indicators of resilient schools explained a total of 72.42% of the variance; The outcome indicators of resilient schools explained a total of 82.36% of the variance, and finally, the indicators related to the outcome dimension included 4 factors, the first factor having 3 items and according to the conceptual model of the research as a mental health component, the second factor with 3 The item and as self-awareness, the third factor with 3 items and as cooperation and participation, and the fourth factor with 3 items and as promotion of public health.
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