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Open Access Article
1 - Investigating Translation Theories Course in Iranian Universities: Students’ Expectations and Perceptions in Focus
Samaneh Shahsavarzadeh Hossein Heidari Tabrizi -
Open Access Article
2 - The Pathology of teaching methods in teaching and learning process: from the view point of teachers and students in Isfahan high school
afsaneh abdoli ebrahim mirshahjafari javad liaghatdar fatemeh zeynoddiniThe purpose of this study was identifying pathologies in teaching methods in Isfahan high school. Hence, descriptive- survey method was used. The statistical population of this research included teachers and students of Isfahan high schools, who had been educating MoreThe purpose of this study was identifying pathologies in teaching methods in Isfahan high school. Hence, descriptive- survey method was used. The statistical population of this research included teachers and students of Isfahan high schools, who had been educating in academic year 85-86 whose number were as 8097 teachers and 140250 students. By means of cluster sampling and stratified random sampling as well as evaluating the falling measure of the test; sample size was estimated as two groups of 110 and 240. Then, by eliminating problematic questionnaires, 95 teachers and 206 students were selected as the statistical sample. The research tool was a researcher-made questionnaire which included 20 closed questions in Likert range and an open question. Reliability coefficients of the teachers' and students' questionnaires were measured as 0/99 and 0/98, using Alpha Corn Bach, respectively. Also to measure the questionnaires' validity, content-dependent method was used. In order to analyze data, descriptive statistics and inferential ones were utilized. The findings showed that measure of pathology teaching methods from the view points of the teachers and the students was more than the average level. From the teachers' view points, the most destructive factors were as "lack of teachers' care to teaching practical skills" and "teachers' professional and scientific low level". Most of damages from the prospective of the students, also, were related to "the teachers' high expectation of students", "disregarding the spontaneous responses of students", and "lack of attention to the interests of the students". Further results also showed that there were significant difference between the teachers' and the students' attitude toward existing issues. Based on their gender and educational background, the teachers expressed different idea, too, but no significant difference was observed based on the teachers' degree. Also, there was a significant difference between students' opinion based on their majors and the area of their education, but no significant differences was found based on their gender and grade. Manuscript profile -
Open Access Article
3 - Comparing the Impact of Team Memebers Instruction on Students' Learning-Teaching with Restatement Teaching Method: The Case in Ilam Farhangyan University
Mirhamzeh Karami Bahman Saeedipoor Mohammad reza sarmdi mehran farajollahiThe purpose of this study was to investigate the effect of education on the method of teaching team members on the level of learning and teaching of students in Farhangian University of Ilam and compare it with teaching method. This research was carried out using quasi- MoreThe purpose of this study was to investigate the effect of education on the method of teaching team members on the level of learning and teaching of students in Farhangian University of Ilam and compare it with teaching method. This research was carried out using quasi-experimental method. The statistical population of this study was all students of Farhangian University Ilam (that Their number was about 500 peaple in 18 classes.) To conduct the research, a 32-member class was selected as the control group, and a 27-membered class was selected as the experimental group. From this class, 16 were taught in a team-based manner and 16 were taught in the form of recipe teaching. Finally, the test scores of student-learner learning and communication skills were compared with the control group. In this research, three hypotheses were used to study the effect of two types of education. The first hypothesis, the study of the results of two types of training on the amount of learning and teaching, in the second hypothesis, the results of the integration of the two methods into learning and teaching, and in the third hypothesis, the results of each The learning method was studied for deepening learning. The results of the study showed that the team teaching method had a more positive impact on the students' learning and teaching than the teaching method, because at the alpha level of 0.05%, the Pearson test was 0.018 in the team with team training and this level was low Terry is in reference to the teaching of a Pearson correction of 0.042. The results showed that the effect of integrating the teaching methods of team members and recounting the differences in students' learning and learning has been effective. Also, among the teaching methods of team members and recitation, students are encouraged to increase their deepening of learning (long-term learning Manuscript profile -
Open Access Article
4 - The effect of active teaching method on academic performance in science: the case of 3rd grade junior high school students in Andimeshk city (2010-2011)
فیروز میردریکوند غلام رضا حسین نژاد مجید علی عسکری مرزبان ادیب منشThe present study examined the impact of active teaching method on academic performance of students in science classes in Andimeshk city. The statistical population included all science teachers and students. Among whom12 teachers and 288 students were selected by syste MoreThe present study examined the impact of active teaching method on academic performance of students in science classes in Andimeshk city. The statistical population included all science teachers and students. Among whom12 teachers and 288 students were selected by systematic sampling and were categorized randomly into the control and experimental groups. Self-evaluation questionnaire specialized for active and passive teaching methods as well as researcher-made questionnaire focusing on students' academic performance were used to collect the data. The validity of the researcher- made test was verified by means of the experts of the field and its reliability was calculated by Cronbach's alpha as 0/93. By means of analysis of variance and factor analysis of variance and Scheffe post hoc tests, data were analyzed. The results indicated that active teaching methods comparing to the traditional ones had more effect on the academic achievement of students. However, considering the gender, no significant difference was found between male and female students. Manuscript profile -
Open Access Article
5 - Explanation for ignored the experiential curriculum, teaching methods and techniques in teacher training
faezeh nateghi yahya maroofi shahriyar heidariThe aim of this study is to investigate the ignored level of the experienced curriculum (perceptions and expectations) in a course called teaching methods and techniques; and identify factors affecting such perceptions and expectations among Shahid Modares Campus of Far MoreThe aim of this study is to investigate the ignored level of the experienced curriculum (perceptions and expectations) in a course called teaching methods and techniques; and identify factors affecting such perceptions and expectations among Shahid Modares Campus of Farhangian University, Sanadaj. In this study, mixed method has been used. In the quantitative part, a descriptive method (survey type), and in the qualitative part, phonological method, have been used. The sample of the study consisted of 101 teacher students enrolled in the first semester of 2015-16. The sampling method was non-probability sampling in quantitative part, and it was purposful in qualitative part. A questionnaire created by the researcher was used for collecting data in the quantitative part, and semi-structured interview was employed in the qualitative part. The descriptive statistics and interpretive method were used for data analysis in quantitative and qualitative parts respectively. The results of the study indicated that 77 percent of the participants found the course interesting while 70 percent found it difficult, and about 78 percent of the students believed that they need to make more efforts in the course. The qualitative findings showed that three main factors - individual, educational, and social and external - were identified as the important factors in shaping the perceptions and expectations of the students in the course. Manuscript profile -
Open Access Article
6 - The Effect of Teaching Physics by Technology âEnabled Active Learning (TEAL) Method onAcademic Achievement of High School Students
Mohammad Ahmadi Dehghotbadini Farhad Nazarifar Faramarz Malekian Ahmad Reza Akbari Amro Abadi. Fatemeh Zamanifard Behzad Shahbazi Firouzeh Sepehrian Fatemeh Nosrat Mahdi Abolghasemi NajafAbadi Maryam Narimani Saeed Rajaeepoor Narges Keshtiaray Mozafaredin Vaezi Zamaneh Rezaei Ali Reza Yoosefi Hadi Kamali Saghar SahebJamei Sayed Ebrahim Mirshah Jafari Mohsen Malekian Mohammad Javad Leyaghatdar Toraj Hosseini HafshajaniAbstract This research aimed at investigating the effect of teaching by the Technology Enabled Active Learning (TEAL) method on the academic achievement of high school students in physics by a quasi-experimental method. The research Population were the first grade f MoreAbstract This research aimed at investigating the effect of teaching by the Technology Enabled Active Learning (TEAL) method on the academic achievement of high school students in physics by a quasi-experimental method. The research Population were the first grade female students of Falavarjan high schools. The study was conducted by using two groups randomly-selected of high school students (each group with 28 students). The experiment group was taught by the TEAL method and the control group was taught by the traditional method. The academic achievement of the subjects were assessed by the teacher-made pre-test and post-test. The validity was confirmed by the experts and its reliability was established by cronbach's Alpha (α=0.86) coefficient (86%). The data was analyzed through inferential statistics (ANCOVA). The results showed that the academic achievement by the TEAL method have been higher than those using the traditional method of learning at the probability level of 0/001. Manuscript profile -
Open Access Article
7 - The relationship Between learning styles and preferred teaching methods of high school students in the town of meybod in educational year 90-91.
eshrat zamani zahra rayat narges saeidianThe main purpose of this researcgh was to investigate the relation beweeb students’ learning styles and their prefereed teaching methods in Iranian high schools. The statistical population was included all of high schools’ students in Maybod in 90-91 year th MoreThe main purpose of this researcgh was to investigate the relation beweeb students’ learning styles and their prefereed teaching methods in Iranian high schools. The statistical population was included all of high schools’ students in Maybod in 90-91 year that 325 students of them were randomly selected as the sample of study. The research method was descriptive and correlative one. . Gathered data was analyzed by using both descriptive statistical method such as using (frequencies, means and standard deviation) and inferential data analysis such as (Pearson correlation coefficients, Analysis of Varience and follow up tests). Findings of this study indicated that there is relation between students learning styles and their preffed teaching style. Findings of the study did not indicate any differences between students’ learning styles according to years and academic majors. Comparing the students’ learning styles and preferred teaching methods according to demographic information indicated that there was only differences between students’ learning styles and their preferred teaching methods according to their genders. Girls’ learning style and preferred teaching method were more audio than boys. Manuscript profile -
Open Access Article
8 - The extent to which students and teachers of Farhangian University of Sanandaj have knowledge of teaching methods and techniques and identifying the factors affecting it
Shahriyar Heidari faezeh nateghi Yahya MaroufiThe aim of this study was to investigate the extent to which students and teachers of Farhangian University of Sanandaj have knowledge of teaching methods and techniques and to identify the factors affecting it. The research approach is a combination of sequential-expla MoreThe aim of this study was to investigate the extent to which students and teachers of Farhangian University of Sanandaj have knowledge of teaching methods and techniques and to identify the factors affecting it. The research approach is a combination of sequential-explanatory and the research method in the quantitative part is descriptive-survey and in the qualitative part is phenomenological. The statistical population of the study consisted of 108 student-teachers who had taught teaching methods and techniques. Sampling in the quantitative part according to the research conditions of the census method (108 people) and in the qualitative part purposefully and among students whose score was a standard deviation higher and lower than the average (38 people) has been selected. A researcher-made questionnaire was used to collect information in a quantitative part and a semi-structured interview was used in a qualitative part. Descriptive statistics was used to analyze the information in a quantitative part of the statistics and interpretive analysis was used in the qualitative part to analyze the text of the interviews. Students' GPA was obtained from the test of 20.66 which shows that the level of learning and learning of student-teachers in this course is average. In the qualitative part, four main factors including the effect of teachers, the effect of classroom atmosphere, students' attitudes and social and external factors were identified as effective factors in learning the teaching methods and techniques. Manuscript profile -
Open Access Article
9 - Knowledge Required by Math Teachers for Virtual Teaching in Third Grade Elementary
sedighe nosrati Fereshteh Afkari ehsan ekradiThe main purpose of this study was to identify the knowledge required by math teachers for virtual teaching in the third grade of elementary school (case study: teachers in region one). The research method was descriptive-survey and applied in terms of purpose. The stud MoreThe main purpose of this study was to identify the knowledge required by math teachers for virtual teaching in the third grade of elementary school (case study: teachers in region one). The research method was descriptive-survey and applied in terms of purpose. The study population consisted of 190 third grade elementary teachers in mathematics in district one of Tehran (non-governmental and governmental). Using random sampling method and based on Morgan table, the statistical sample size of this study was 124. In order to measure the variables, a researcher-made questionnaire was used by considering the indicators of teaching methods with 5 items, interaction and communication with 5 items, information and communication technologies. To evaluate the face validity, a questionnaire was provided to university professors and other available experts. In the second stage, the validity test was used to assess the content validity of experts in terms of the degree of coordination of the content of the measurement tool with the research purpose. After evaluating the validity, the internal consistency method (Cronbach's alpha method) was used to evaluate the reliability of the questionnaire. Inferential statistics including one-group t-test, chi-square and Friedman tests and SPSS 24 software were used to analyze the data. Findings showed that the real mean of all research variables was higher than the assumed mean (3) and this means that all variables of this research in the study population are agreed upon by teachers. Among these, assessment methods have the highest average (more important), followed by how to interact and communicate with students, information and communication technologies and teaching methods are the priority of teachers. Manuscript profile -
Open Access Article
10 - The Effectiveness of Problem-Solving Teaching Method on Critical Thinking and Academic Performance of Sixth Grade Student
Somayeh Ebrahimi-dolar Abbas GholtashIntroduction: The aim of this study was to explain the effect of problem-solving teaching methods on critical thinking and academic performance of sixth grade students in Birjand city.Research Methodology: This research was conducted as an intervention study with a pre- MoreIntroduction: The aim of this study was to explain the effect of problem-solving teaching methods on critical thinking and academic performance of sixth grade students in Birjand city.Research Methodology: This research was conducted as an intervention study with a pre-test and post-test design with a control group. The statistical population was the sixth grade students of Birjand city in the academic year 2021-2022 and the samples were selected by random double-stage cluster sampling and they were randomly divided into experimental and control groups. Using the problem-solving teaching method, the science course was taught and the control group was trained as usual. Before and after applying the independent variable, pre-test and post-test were taken from the students. The Pham & Taylor (1999) Student Performance Questionnaire was used to assess students' academic performance, and the California Critical Thinking Orientation Questionnaire (Facion, 1992) was used to assess students' critical thinking. Data were analyzed using descriptive and inferential statistical studies and Shapiro-Wilk statistical tests (to check normality), Levene's test (to check the homogeneity of variances) and univariate and multivariate analysis of covariance through SPSS software version 23.Findings: The results indicate that problem-solving education has a significant effect on students' critical thinking and academic performance (p<0.05). Manuscript profile -
Open Access Article
11 - Creativity development based on synectics model in the English subject
E. Z. Zavaraki D. Norouzi S. M. R. SafaviBackground: This paper investigated the effect of creativity development based on synectics model in English subject. Language comprehension was assessed in terms of learning and retention. Objective: The entire aim of this paper focuses on applied experiment and engage MoreBackground: This paper investigated the effect of creativity development based on synectics model in English subject. Language comprehension was assessed in terms of learning and retention. Objective: The entire aim of this paper focuses on applied experiment and engaged quasi-experiment design. Method: the research has been conducted on second grade boys in Tehran secondary schools. The statistical sample has been selected by multistage cluster sampling. The research was carried out by two different groups that included 20 male students. In order to find out independent variable's effect on dependent variable, a group was taught by Synectics teaching and the other taught by traditional teaching method' composing a precise scenario indicating the high quality of teaching. one pre-test and two post-test held in three stages with 20 teacher-made questionnaire and a sufficient time to be checked learning and retention. The collected data were analyzed with appropriate descriptive and inferential statistics using SPSS software. Results: The results indicated that teaching by means of synectics was so effective in comparison to traditional method did. Conclusion: Teaching by means of synectics is more effective than teaching by traditional method suggesting using synectics method any time appropriate. Manuscript profile -
Open Access Article
12 - The Effects of Employing New Teaching Methods on Creativity and Academic Achievement of Students
Maryam Rahimimand Abbas Abbas PourBackground: employing appropriate teaching methods is considered to be among the basic needs of improving quality of teaching. Most educational psychologists and educational trainers believe that learning setting should be organized in such a way that each student be ab MoreBackground: employing appropriate teaching methods is considered to be among the basic needs of improving quality of teaching. Most educational psychologists and educational trainers believe that learning setting should be organized in such a way that each student be able to practice based on acquired capabilities. Objective: This research was performed to study the effect of employing various teaching methods (traditional, oral question, scientific display and group discussion) on creativity and academic achievement of students. Method: The research was performed by quasi-experimental method. Statistical population were consisted of students of different majors from the Teachers’ Training Universities in Alborz province in which according to proportional stratified random sampling methods, some 270 students were selected as sample size. Study tools were Abedi creativity questionnaire test and researcher-made questionnaire of academic achievement. One-way Analysis of Variance (ANOVA), Multivarieate Analysis of Variance (MANOVA) and Tukey's test were used to test hypotheses. Results: Results showed that the amount of student’s creativity and academic achievement is different in terms of various teaching methods (lecture, oral question, scientific display, discussion, group participation). Also, study results showed that student’s creativity and academic achievement was increased by discussion and group participation more than other methods. Therefore, methods of scientific display, oral question, and traditional method (lecture), respectively affects students’ creativity. Conclusions: Students trained by modern education methods have higher creativity and academic achievement. Manuscript profile -
Open Access Article
13 - Comparative Analysis of Teaching and Evaluation Methods in the Art Curriculum of Elementary School in Iran and Selected Countries
Somayeh Fallah Tafti Reza Jafari harandi Mina Sadat TabatabaeiThis study aimed at comparative analysis of teaching and evaluation methods in the art curriculum of elementary school in Iran, Brazil, Greece and South Korea. The qualitative comparative research method and choice of countries was purposeful. data were collected throug MoreThis study aimed at comparative analysis of teaching and evaluation methods in the art curriculum of elementary school in Iran, Brazil, Greece and South Korea. The qualitative comparative research method and choice of countries was purposeful. data were collected through upstream and national education documents, research reports and articles in scientific journals. data analysis was performed based on Bereday's four-step model. Results in teaching methods show The four countries jointly emphasize the use of storytelling, discussion, music and anthems, performances, visits to art galleries and museums, and the use of Internet sites, while presenting models for painting, setting an example for calligraphy and defining individual and group projects specific to Iran, playing with clay and piles of paper, making objects with wood, making native dolls and walking in nature specific to Brazil, Educational games specific to Greece, storytelling, exhibitions of student art activities and the use of online media specific to South Korea. The results in evaluation methods also showed that the preference of the qualitative approach, the use of the workbook, recording the report and observation and judgment of the teacher, including subscriptions There are commonalities between the four countries, while from the handicraft exhibition, a discussion with students about the quality of works of art and measuring the artistic attitudes of students in Iran, from essay questionnaires and polls from parents in Brazil, from evaluating in-house actions Class and evaluation of extracurricular activities in Greece and the process-oriented use of approved checklists in South Korea. Manuscript profile -
Open Access Article
14 - Comparison of the effectiveness of inverted teaching and lecture methods (traditional) on students' learning in industrial-organizational psychology
Seyedeh Asma Hosseini Mohammad Rahim JafarzadehToday, the inverted teaching has become increasingly popular as a practical teaching method. The main purpose of the present study was to compare the effectiveness of inverted teaching methods and lecturing on students' learning in the course of industrial-organizationa MoreToday, the inverted teaching has become increasingly popular as a practical teaching method. The main purpose of the present study was to compare the effectiveness of inverted teaching methods and lecturing on students' learning in the course of industrial-organizational psychology. In the present study, which has been done by quasi-experimental method, a pretest-posttest design with non-randomized groups has been used. The study population consisted of all psychology students. A total of 78 female students (39 persons in each class) selected by convenience sampling method received the same educational content in the field of subjects related to the course of industrial-organizational psychology in two classes of inverted teaching and lecturing. Before and after the training, the same test was performed for both groups and the data were analysed using one-way covariance test (using version 20 of SPSS software). The results of comparing the effectiveness of inverted teaching method and lecture on students 'learning in industrial-organizational psychology after removing the pre-test effect showed that there is a significant difference between students' learning performance (p < 0.001; f = 11.576). Considering the larger average of students trained in inverted teaching method, it can be claimed that the inverted teaching method significantly improve the students’ performance more than the lecture teaching method. The inverted teaching method can be used as a very useful and effective method in teaching industrial-organizational psychology. Manuscript profile -
Open Access Article
15 - Comparison of the effectiveness of the teaching method of jurisprudential inquiry and lectures on the industrial-organizational psychology learning among studentd in the academic year 2018-2019
Seyedeh Asma HosseiniIntroduction: Today, there are many teaching methods. The question of which method is used for which lesson and at what time depends on the teacher's choice and his or her ability to implement it. In this study, we compared the effectiveness of the teaching method of ju MoreIntroduction: Today, there are many teaching methods. The question of which method is used for which lesson and at what time depends on the teacher's choice and his or her ability to implement it. In this study, we compared the effectiveness of the teaching method of jurisprudential inquiry and lectures on the learning of industrial-organizational psychology students.Materials and Methods: In the current study, a quasi-experimental method with a pre-test-post-test design, including two non-randomized groups, was used. The teaching method (jurisprudential inquiry and speeches) was studied as the independent variable, whilst the students' learning in the industrial-organizational psychology course was studied as the dependent variable. The population included all industrial psychology students, 64 of whom were selected using the convenience sampling method.Results: The results showed a significant difference between the performance of research groups (P> 0.001). Therefore, according to the mean scores of learning by the teaching method of jurisprudential inquiry, it can be claimed that the method of jurisprudential teaching was more effective in improving the learning of students in the course of industrial psychology than the lectures. Also, the analysis of Eta Squared shows that 26.5% of the variance of the dependent variable (learning industrial psychology course) is explained by the independent variable (teaching method). Manuscript profile -
Open Access Article
16 - The study of the effect of teaching methods on high school students metacognitive from teachers’ perspective
vahid falahThroughout history, the accumulation of information by student, has been seen as a basic principle in education. As a result, what distinguishes students is the degree of their ability to retain information in their minds, lending to put an emphasis on memory. In 1800s, MoreThroughout history, the accumulation of information by student, has been seen as a basic principle in education. As a result, what distinguishes students is the degree of their ability to retain information in their minds, lending to put an emphasis on memory. In 1800s, this theory was doubted. However, it still overshadows education environments. New methodology has paved the way for changing the nature of education. Educating children through problem solving and experiments has led to a change in learners’ behavior. The present research studies different types of teaching (lecturing, question and answering, problem solving, and group discussion), and their effect on learners metacognitive. The objectives of the research are to investigate the effect of each method on learners metacognitive , and to provide authorities some suggestions and solutions to improve education. Research questions are: 1.Does lecturing method have an effect on students metucognitive? 2.Does problem-solving method have an effect on students metacognilive? 3.Does question–answer method have an effect on learners metucognitive? 4.Does group-discussion method have an effect on learners metucognitive? 5.Is there any difference in the effects of these methods? Statistical population were all the teachers, men and women, who taught at high schools for females in Behshahr. Data collection instrument was a researcher – mnde questionnaire with a reliability of 0.82 obtained using Cronbachs coefficient. The statistical method used was descriptive and inferential (one variable t-test, ANOVA). The results showed that teaching through lecturing has no effect on students metacognition . Teaching through problem–solving has an effect on students metacognition . group discussion and question answer methods have an effect on students metacognition . Finally, the effectiveness of each method on metacognition is different. Manuscript profile -
Open Access Article
17 - The relationship between teacher’s Academic optimism and using active teaching methods in primary schools of Bonab city
Morteza Noor Mohammadgol Mohammadali Mojallal The aim of the research is to explain the relationship between teachers' academic optimism and the use of active teaching methods in primary schools of Bonab city in the academic year 2015-2016. The statistical population is the teachers of primary educatio More The aim of the research is to explain the relationship between teachers' academic optimism and the use of active teaching methods in primary schools of Bonab city in the academic year 2015-2016. The statistical population is the teachers of primary education schools in Benab city, whose number is 489, the statistical sample size is estimated to be 215 using Cochran's formula and selected by stratified random sampling. The data collection tool is Baird and Hoy's academic optimism questionnaire and the researcher-made questionnaire of using active teaching methods, whose reliability was equal to 0.72 and 0.87. Kolmogorov Smirnov test and Pearson correlation test were used to analyze the collected data. The results show that there is a significant relationship between teachers' academic optimism with the use of active teaching methods and all its dimensions (except for the indirect teaching method) in the primary schools of Bonab city. Manuscript profile -
Open Access Article
18 - The Relationship between Dimensions of Philosophical Mindedness and Teaching Methods in High School Teachers
Ali Hosseini Mehr Fariba EmamiThe purpose of the present research was to investigation of the relationship between dimensions of philosophical mindedness and teaching methods in high school teachers. Method study was correlation. Statistical community was all s high school teacher from of mana MoreThe purpose of the present research was to investigation of the relationship between dimensions of philosophical mindedness and teaching methods in high school teachers. Method study was correlation. Statistical community was all s high school teacher from of management education district 2 Qazvin city. Sample includes 115 teacher that have been chosen via random sampling method. Assessment instruments were the researcher made questionnaire. Data was analyzed by using Pearson correlation coefficient, Stepwise multiple regression and Multivariate analysis of variance (MANOVA). Finding demonstrated that there is negative significant relationship between flexibility and traditional teaching methods. Also there is positive significant relationship between comprehensiveness and penetration with modern teaching methods. Stepwise regression analysis showed that flexibility could explain %14 of variance in traditional teaching methods and comprehensiveness and penetration, could explain %23 of variance in modern teaching methods. Multivariate analysis of variance showed that is not significantly different between dimensions of philosophical mindedness and teaching methods in high school teachers. Manuscript profile -
Open Access Article
19 - The Relationship between Dimensions of Philosophical Mindedness and Teaching Methods in High School Teachers
Ali Hosseini Mehr Fariba EmamiThe purpose of the present research was to investigation of the relationship between dimensions of philosophical mindedness and teaching methods in high school teachers . Method study was correlation. statistical community was all s high school t MoreThe purpose of the present research was to investigation of the relationship between dimensions of philosophical mindedness and teaching methods in high school teachers . Method study was correlation. statistical community was all s high school teacher from of management education district 2 Qazvin city. sample includes 115 teacher that have been chosen via random sampling method. Assessment instruments were the The researcher made questionnaire. Data was analyzed by using Pearson correlation coefficient , Stepwise multiple regression and Multivariate analysis of variance (MANOVA). Finding demonstrated that there is negative significant relationship between flexibility and traditional teaching methods. also there is positive significant relationship between comprehensiveness and penetration with modern teaching methods. Stepwise regression analysis showed that flexibility could explain %14 of variance in traditional teaching methods and comprehensiveness and penetration , could explain %23 of variance in modern teaching methods. Multivariate analysis of variance showed that is not significantly different between dimensions of philosophical mindedness and teaching methods in high school teachers. Manuscript profile -
Open Access Article
20 - A Study of hidden curriculum dimensions in first-grade female high-school teachers' method of teaching from the students' point of view
Sahar Alizadeh Niri Yousef AdibThe present research aimed of studying and comparing the hidden curriculum dimensions (negative outcomes) in biology, mathematics and literature lessonsfrom the female students' point of view in Ardabil city in 2011-2012. The statistical population included 4105 first-g MoreThe present research aimed of studying and comparing the hidden curriculum dimensions (negative outcomes) in biology, mathematics and literature lessonsfrom the female students' point of view in Ardabil city in 2011-2012. The statistical population included 4105 first-grade female students, out of which 352 students were chosen as sample size using Cochran's formula. The method of sampling was cluster sampling. To gather the data a researcher made questionnaire that had acceptable reliability and validity was used. The descriptive and inferential statistics (MANOVA) were used to analyse the data. The results showed that the hidden curriculum dimensions of teachers` method of teaching in biology mathematics and literature in terms of (scientific spirit, social skills, academic self-concept and attitude toward the lessons) were in the intermediate level. So it can be said that there was a significant difference among all hidden curriculum dimensions. Manuscript profile -
Open Access Article
21 - Methods of Teaching Art in Elementary Schools and its Accreditation
Zeinab Mirshekari Zohreh Saadatmand Narges keshtiaray -
Open Access Article
22 - Comparing Cell Phone-Based and Traditional Lecture-Based Teaching Methods' Effects on Agricultural Students' Learning
Abdolhamid Papzan Adel SulaimanyRegarding the increased speed of creating new knowledge and the development of communication technologies, like cell phone, which makes it possible the access to various unlimited resources and data in an unlimited time and place, and regarding many positive aspects of MoreRegarding the increased speed of creating new knowledge and the development of communication technologies, like cell phone, which makes it possible the access to various unlimited resources and data in an unlimited time and place, and regarding many positive aspects of applying it in schools and the necessity of adjusting with changes and the correct use of this new technology, the present research was conducted to examine the effect of teaching via cell phone on students learning in Khooshehaye Zarin agricultural school in Rawansar, Kermanshah province, and comparing it with traditional lecture method. In a semi-experimental research method, 30 male students were selected through random sampling method as the research sample, divided into two paired groups, 15 for experimental group and 15 for control group, based on age, educational status, previous grade point average and family economical status. Data collection tool was a 10 item test based on behavioral objectives. The experimental group was taught in two sessions of two hours through cell phone, and the control group was taught the same topic through traditional lecture method in exactly the same amount of time. Post–test was performed on two groups through the above-mentioned 10 item test and the results were analyzed through t test method. The results showed that teaching via cell phone has more effects on students learning compared with traditional lecture method. Manuscript profile -
Open Access Article
23 - Teaching Methods and Tools Used In Food Safety Extension Education Programs in the North Central Region of the United States
Vikram Swaroop Chandra Koundinya Robert A. MartinOne of the ways to ensure food safety is to educate the public. Of the organizations providing food safety education in the United States (U.S.), the Cooperative Extension System (CES) is one of the most reliable. The effectiveness CES programs depends not only on what MoreOne of the ways to ensure food safety is to educate the public. Of the organizations providing food safety education in the United States (U.S.), the Cooperative Extension System (CES) is one of the most reliable. The effectiveness CES programs depends not only on what is being taught but also on how it is taught. Both a needs-based curriculum and how that curriculum is delivered are equally important. This descriptive cross-sectional study using a disproportional stratified random sample identified the teaching methods and tools being used by food safety extension educators of the CES of North Central Region (NCR). A Likert-type scale administered to extension educators revealed that they were adopting a balanced use of teaching methods and tools, and using learner-centered teaching methods in their programs. However, distance education, case studies and podcasts, which are commonly used in education programs, were not being used extensively. We recommend that food safety extension educators of NCR should increase the use of these two teaching methods and tool while continuing to use the current ones. This study has implications for improving food safety education delivery to clients in the NCR and for designing inservice education for food safety extension educators. Manuscript profile -
Open Access Article
24 - The Relationship between Modern Teaching Methods and Self-Regulated Learning Strategies with the Mediating Role of Students’ Perceptions of Classroom Activities
Maryam Jafari Abolghasem BarimaniThe purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the meth MoreThe purpose of this study was to investigate the relationship between modern teaching methods and self-regulated learning strategies with the mediating role of students’ perceptions of classroom activities. The research was applied in terms of purpose and the method was descriptive, correlational. The statistical population of this study included 4816 students of Secondary school of Neka. The sample included 381 participants recruited by using Krejcie and Morgan’s Table via stratified random sampling concerning gender. The data were gathered by using three Questionnaires: Valinejad Sangdehee et al.’s (2016) modern teaching methods, Bouffard et al.’s (1995) self-regulated learning strategies, and Gantry et al.’s (2002) perceptions of classroom activities Questionnaires. The reliability of the instruments was calculated to be 0.70, 0.77 and 0.92 respectively using Cronbach’s alpha. To analyze the collected data structural equation modeling was employed using the PLS software. The results of this study showed that there is a significant relationship between modern teaching methods and measuring the perceptions of classroom activities with self-regulated learning strategies. 83.7% of self-regulated learning strategies and 73.3% of perceptions of classroom activities were explained by modern teaching methods. The perceptions of classroom activities had a mediating effect on the relationship between modern teaching methods and self-regulated learning strategies. The indices indicated that the proposed model is an appropriate fit. Manuscript profile -
Open Access Article
25 - The role of creative teaching approaches in evaluating students' learning in qualitative schools
احترام هدایتیان شیرازی فاطمه پرسته قمبوانی مژگان عبدالهیThe purpose of this research is to investigate the role of creative teaching approaches in the evaluation of students' learning in qualitative schools, which is applied in terms of purpose and correlational in terms of descriptive method. The statistical population of t MoreThe purpose of this research is to investigate the role of creative teaching approaches in the evaluation of students' learning in qualitative schools, which is applied in terms of purpose and correlational in terms of descriptive method. The statistical population of the research includes teachers and students of qualitative primary schools in Alborz province and Tehran province. In order to collect data in the teachers' creative teaching methods section, a researcher-made questionnaire based on the standard creative teaching questionnaire was used, which includes 44 questions in 4 dimensions: giving time and supporting ideas, vitality, dynamism-happiness and humor, challenge, conflict and Risk-taking and finally the dimension of discussion is freedom-trust and confidence and it examines the components of creative teaching in quality schools. The validity of the questionnaire was confirmed by professors and experts, and the face validity of the Bartlett-Keyser and Mir-Oklin coefficient was calculated as 0.86. Reliability is also reported using Cronbach's alpha coefficient of 0.806 for the entire questionnaire. Also, in order to collect learning evaluation data, qualitative descriptive report cards of students of quality schools (approved performance description report of the country's education) were used in the second semester of the academic year 1402-1401. The data were calculated using SPSS24 software and Pearson's correlation coefficient tests (after checking the normality of the data and the equality of variances) as well as linear regression. The results showed that creative teaching approaches have a positive relationship with students' learning evaluation, and it has a role of 23%, 64%, 14% and 15% in its four dimensions, respectively. Therefore, it is suggested that in addition to the development of quality schools, the goals and methods of teaching and management in these schools should be used to improve schools in the country in order to improve learning and improve the performance of students. Manuscript profile -
Open Access Article
26 - Identifying components affecting effective teaching of teachers (Case study: Mathematics teachers in Isfahan high school)
Soraya Khodayi Zohre Sadatmand Maryam Baratali -
Open Access Article
27 - The Relationship between the Managerial Styles and the Teaching Methods of the Teachers with Academic Performance of the Students in Seventh Grade (Case study: Non-governmental high schools for boys, District 1 of Tehran Education)
Mahdi Bani Jamali Fatemeh Hamidifar Baharak Shirzad KobriaThe aim of this study was to investigate the relationship between the managerial styles and the teaching methods of the teachers with the academic performance of the seventh- grade students in non-governmental high schools for boys in District 1 of Tehran Education. The MoreThe aim of this study was to investigate the relationship between the managerial styles and the teaching methods of the teachers with the academic performance of the seventh- grade students in non-governmental high schools for boys in District 1 of Tehran Education. The present study is an applied-descriptive research that has been conducted by survey method. The statistical population of this study includes1045 seventh-grade students in non-profit high schools, junior high school, district 1 of Tehran Education, of which 291 people were selected as a statistical sample by cluster sampling method. The research instruments are three standard questionnaires of Likert management styles, Gerasha and Richman teaching methods and Pham and Taylor academic performance. As the questionnaires are standard and their reliability has been confirmed in several researches, the questionnaires’ validity is also estimated by Alpha Korenbakh; the validity of management styles (0.920), teaching methods (0.791), and academic performance (0.963). For analyzing information, Pearson correlation coefficient and multivariate regression tests are used by SPSS software. The results showed that there is a significant and positive relationship between classroom management styles and students’ academic performance, and there is also a positive and significant relationship between classroom teaching methods and students' academic performance. Examining the simultaneous impact of the two variables, academic performance and teaching methods on students’ performance, showd that 15.2% of the total changes in academic performance is explained by these two independent variables. The highly variable management styles of teaching methods have an effect on academic performance of the students of the statistical population. Manuscript profile
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