List of Articles Undergraduate students

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  1 - The Relationship between Metacognitive beliefs and undergraduate student’s architectural design courses score (Case study: Architectural design 5 students)
  houbeh tahvildari vahid ghobadian Reza Afhami
  Learning is the result of personal beliefs and attitudes, environmental, and behavioral factors that many researchers state that each of them can affect other two factors. On the other hand, Self-regulated learning is aligned most closely with educational aims refers to More

  Learning is the result of personal beliefs and attitudes, environmental, and behavioral factors that many researchers state that each of them can affect other two factors. On the other hand, Self-regulated learning is aligned most closely with educational aims refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. Researchers found that any development of self-regulated learning is governed by a variety of interacting cognitive, metacognitive, and motivational components. Self-regulated learning refers to the ability to understand and control learning conditions through setting goals, selecting strategies to achieve them, implementing those strategies, and monitor the progress towards them. These factors are the main and most important factors in developing an architectural design too. So you can imagine one with these abilities can become a successful designer and if it is true, the educational system must try to enhance these abilities as a predictor of success as mentioned above. Metacognitive training means increasing individual abilities in the discipline of cognitive processes and their control on their cognitive processes, which plays an important role in improving it, including reasoning, rational thinking, problem-solving and critical thinking. Problem solving is the main trend in architectural design education, so finding the relationship between student’s successes in architectural design, their metacognitive abilities can be a primary indicator of attention to metacognition based teaching method as a valuable method in architectural design education instead of our today’s cognitive method. Therefore, the present study aims at determining the problem of whether there is a meaningful relationship between their meta-cognitive beliefs and the undergraduate architectural design course scores grades and sketch, as the first step towards the formulation of meta-cognitive teaching methods in architectural design. Therefore, a survey was conducted in the form of a questionnaire among 208 of senior students of architecture design lessons among universities in Tehran city. They were asked to complete a meta-cognitive belief questionnaire and a questionnaire related to their cognitive knowledge in architecture and architectural experience as well as their grades in architectural design courses and draw an architectural sketch that graded by three professors in the field of architectural design. The results show that the demographic variables such as age, gender, and economy, as well as the level of their knowledge and experiences in the field of architecture, have no significant relationship with their architectural design scores. However, the results of correlation and regression analysis of data showed that subscales of positive beliefs about worry, cognitive self-consciousness, and beliefs about the need to control thoughts have positive effects on their architectural design scores and there is a significant relationship between the metacognitive ability of the individual and his ability to design the architecture. Instead of its importance in the architectural design process, it has less connection with Architectural sketch scores as a creative process. So the results may use as a hypothesis of using Metacognitive teaching methods in Architectural design courses of undergraduate Architecture students. Manuscript profile
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  2 - Usages of Social Networking Websites among Undergraduate Students
  Morteza Moradgholi Mohammad Hadi Mansour Lakoorej
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  3 - A Survey on the information literacy of undergraduate students of Malek Ashtar University of Technology
  Tahereh Gholami
  Purpose: The purpose of this research is to determine the level of information literacy among undergraduate students of Malek Ashtar university of Technology(Shahin Shahr-Isfahan). Methodology: The methodology of this research is survey –descriptive type using a q More

  Purpose: The purpose of this research is to determine the level of information literacy among undergraduate students of Malek Ashtar university of Technology(Shahin Shahr-Isfahan). Methodology: The methodology of this research is survey –descriptive type using a questionnaire. The population under study was 250 students of Malek Ashtar University of Technology undergraduate students. Findings: According to the research findings, the mean scores obtained among the population under study were: 3.45 for good understanding of information needs, 2.94 for information search strategies, 2.4 for location of information and access to information, 3.38 for use of information, 3.39 for combining new information with previous knowledge and 2.71 for evaluating the result of search process regarding how much it has satisfied their information needs. Conclusion: Based upon the Eisenberg and Berkowitz’s Six big skills, the present research has identified the strengths of information literacy among Undergraduate students of Malek Ashtar university of Technology. It has been carried out to find and study whether Undergraduate students ofMalek Ashtar university of Technology are equipped with these skills and whether they feel the need to gain such skills. In total, the general results of study indicate the status of information literacy among Undergraduate students of Malek Ashtar university of Technology with mean score of 3.04 is medium. Manuscript profile
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  4 - Assessment of information literacy of undergraduate students of Knowledge and Information Science
  Leila Khalili
  Purpose: The aim of this research study was to determine the information literacy of students and its relation with education and demographic variables. Methodology: In this applied study quantitative approach and survey method was used. Research instrument was a questi More

  Purpose: The aim of this research study was to determine the information literacy of students and its relation with education and demographic variables. Methodology: In this applied study quantitative approach and survey method was used. Research instrument was a questionnaire validated by Davarpanah and Siamak (2000). Population of the study was undergraduate students of Knowledge and Information Science in Azarbaijan Shahid Madani university. Data analysis was done using descriptive and inferential parametric statistics and  SPSS  Findings: Information literacy score for second year, junior and senior students was a little more than midpoint. Information literacy score of freshman students was lower than midpoint. Based on independent T test, there was significant difference in mean score of information literacy between girl and boy students. Based on ANOVA test there was significant difference in mean score of information literacy based on entrance year of the students. Result of the Pearson correlation showed that there was positive and significant relation between Grade Point Average (GPA) of students and their information literacy score. Result of ANOVA test showed that there was no significant difference in mean score of information literacy among three groups of students based on their type of diploma. Conclusion: Based on the findings it can be concluded that information literacy of freshman students was lower than three other groups. The students who had better GPA, they also had higher information literacy. Although, the mean score of information literacy for students was above the midpoint, but with considering their field of study, it was unpleasant.    Manuscript profile
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  5 - Stuck in the Gap: EAP Needs Assessment of Undergraduate Students of Computer Science
  Nafiseh Hosseinpour Mansoor Koosha
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  6 - The effect of participation-based architectural design education on increasing the creativity of undergraduate architecture students
  mehdi ahadzadeh Ahmadreza Keshtkar Ghalati gholamhosein naseri vadieh molasalehi
  From the beginning, architecture was taught to younger architects in ateliers and studios as a result of apprenticeship. Architecture education is a way in which students should have the ability to provide solutions for all kinds of designs. These designs should include More

  From the beginning, architecture was taught to younger architects in ateliers and studios as a result of apprenticeship. Architecture education is a way in which students should have the ability to provide solutions for all kinds of designs. These designs should include various dimensions, including economic, environmental, ethical and aesthetic. Today, with the changes in industry and technology, social innovations and changes in textbooks, the attention of education specialists to creativity and its cultivation in learners is increasing. Education grows and evolves. Institutions of higher education and universities in every country are organizations that serve as centers for cultivating creativity. Architecture, due to its breadth and the need to know different fields, in order to provide an environment that supports various activities, it is necessary that it has an aristocracy to other fields. It is with architecture students. This research was conducted with the aim of investigating the central participation in education plans and its contribution in increasing creativity. The research method, practical research and action research, was used to increase the accuracy of the B-A plan. This research is quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this research includes all architecture students of Semnan University who are in the final year of architecture, which are more than 300 people who were studying in the academic year of 1401-1400, from which 50 people were selected and divided into two experimental and control groups (26 People in the experimental group (4 groups) and 24 people in the control group (4 groups) were randomly replaced. In terms of sampling, cluster random sampling method was used; In this way, among the existing universities in Semnan city, which are public, free and non-profit according to the population size, the number of people have been selected as a cluster to participate in this research. The duration of the experiment or teaching using the cooperative learning method was six sessions and each session was 90 minutes, which was performed in two 45-minute periods, and the control group was trained according to the usual routine and in the traditional way. In the current research, in order to measure the dependent variable, which is the development of creative thinking, Torrance's visual creativity test was used due to its high validity and reliability. Torrance's creative thinking test is based on his theory and definition of creative thinking, which include fluency, elaboration, flexibility and originality. A group of psychologists and experts in this field confirmed the validity of this test after it was translated again. Also, the reliability coefficient for video tests has been reported from 88% to 99%. The results are analyzed by meaningful inferential statistics in JMP software. The results show that the average factor contribution in the control group is (0.677) and in the test group (0.763), which increases creativity by 6%. It was found that in the control group, the highest coefficient of determination is related to originality with a value of (0.741) and the lowest is related to the fluency variable with a value of (0.548). In the test group, the lowest fluency variable is with a value of (0.589) and the highest is related to The flexibility variable has a value of (1.000). Teaching design in a collaborative way has been significantly effective in increasing the creativity of students in this course. They began to present the material. Therefore, teaching in a collaborative way increases the ability to expand students' answers in the form of innovative designs. In other words, using this method can enable students to pay attention to the details while dealing with a new topic, whether scientific, literary, or social, while paying attention to the main concept and content, and be able to explain, explain, and interpret properly. Provide details. Based on this study, it is possible to develop mental flexibility and originality in students' thoughts and actions by training professors and providing the conditions for implementation and application of the cooperative learning method, whose distinctive feature is cultivating people's minds. Do not limit yourself to one method in solving curricular and non-curricular issues. Free your mind from the shackles of dry and cumbersome traditions and replace it with free and creative thinking Manuscript profile
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  7 - هوش بدنی –جنبشی دانشجویان دختر و پسر ایرانی مقطع کارشناسی زبان انگلیسی و رابطه آن با دانش دستور زبان
  Nasrin Garavand Akbar Azizifar Habib Gowhary Shahram Welidi
  10.30495/jfl.2023.707705
  این پژوهش به بررسی رابطه بین هوش بدنی-جنبشی دانشجویان دختر و پسر ایرانی در مقطع کارشناسی زبان انگلیسی و دانش دستوری زبان آنها پرداخت. جهت انجام این پژوهش، تعداد 139دانشجو شامل 46 دختر و93 پسر دانشجوی زبان انگیسی بین سنین 22تا 32 به طور تصادفی به عنوان نمونه آماری این پژ More

  این پژوهش به بررسی رابطه بین هوش بدنی-جنبشی دانشجویان دختر و پسر ایرانی در مقطع کارشناسی زبان انگلیسی و دانش دستوری زبان آنها پرداخت. جهت انجام این پژوهش، تعداد 139دانشجو شامل 46 دختر و93 پسر دانشجوی زبان انگیسی بین سنین 22تا 32 به طور تصادفی به عنوان نمونه آماری این پژوهش انتخاب شدند. از پرسشنامه هوش چندگانه (MIQ) و آزمون تافل دستور زبان جهت ارزیابی هوش بدنی- جنبشی دانشجویان و تعیین سطح دانش دستوری زبان استفاده شد. این رابطه با استفاده از آمار توصیفی و تحلیل همبستگی به دست آمد. سپس، با استفاده از آزمون t نمونه مستقل تفاوت بین دختران و پسران مورد ارزیابی قرار گرفت.یافته ها نشان داد که رابطه بین هوش بدنی- جنبشی و دانش دستور زبان دانشجویان از نظر آماری معنادار است. این یافته ها همچنین نشان داد که که دختران و پسران دانشجو از نظر هوش بدنی- جنبشی و دانش دستور زبان انگلیسی با همدیگر تفاوت معناداری نداشتند. یافته ها پیشنهاد می کند که دبیران حرفه ای زبان انگلیسی از کتاب های درسی و تکالیف کلاسی یکسانی برای همه دانشجویان زبان انگلیسی در فرایند یادگیری و آموزش جهت یادگیری دستور زبان استفاده کنند.  Manuscript profile