AbstractThe objective of the study was to investigate the effectiveness of inductive induction loading training in comparison with the most commonly used method for student learning in the first grade secondary math course in Azna. The statistical population of this stu More
AbstractThe objective of the study was to investigate the effectiveness of inductive induction loading training in comparison with the most commonly used method for student learning in the first grade secondary math course in Azna. The statistical population of this study was the total number of 519 students of the 7th grade schoolchildren of the first high schools ,45 of whom were randomly selected by single-stage cluster sampling in three groups of 15 (one class with inductive approach, one Class with a classical and class approach, with a traditional and common approach) was selected as a statistical sample. In order to collect information about the amount of learning in the two experimental and control groups, the teacher's academic achievement test was used. In experimental groups teaching mathematics lessons, in a class with inductive approach, and in another class with a deductive approach, they were trained in a month for 8 sessions of the academic year, and simultaneously, the control group was trained with the usual teaching method. Descriptive statistics and inferential statistics (independent t-test and covariance analysis) were used to analyze the data. The results of the study showed that the first experimental group had a better educational achievement scores with inductive approach than the other two groups and the research hypothesis was confirmed. In addition, the results showed that the inductive approach, in which good examples were first introduced and then the rule expressed , had a greater impact on student learning in mathematical lessons.
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The important mission of education is to help the all-round development of students intellectually, behaviorally and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and a complement to the intellectual and behavi More
The important mission of education is to help the all-round development of students intellectually, behaviorally and attitudinally. Academic optimism is considered one of the most important components of attitudinal growth and a complement to the intellectual and behavioral growth of students, which has attracted the attention of education specialists and researchers in this field. This research was conducted with the aim of identifying the effect of the flipped classroom teaching method on the components of academic optimism in mathematics. The present research method was semi-experimental with a pre-test-test design with a control group. The statistical population of the research includes all the students of the 6th grade of elementary school in Varzeghan city, firstly, 34 people were selected by the available sampling method, then two experimental groups (17 people) were randomly selected due to the homogeneity of the samples. and control (17 people) were replaced. To collect data, the Academic Optimism Questionnaire (AOQ) of Schennen Moran et al. (2013) was used with a reliability of 0.93 for the whole test. Research hypotheses were analyzed using multivariate analysis of variance method and SPSS26 software. The findings showed that the flipped classroom teaching method significantly increases students' academic optimism in the components of student trust in the teacher (P<0.001), academic emphasis (P=0.013) and school unity (P=0.015). As a result, the flipped classroom teaching method is considered one of the most effective methods of developing academic optimism, which is recommended to sixth grade teachers.
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The purpose of this study was to examine thecourses impact of active teaching methods on academic achievement of math lesson, comparing the impact of scaffolding, problem solving and traditional methods on academic achievement of the fifth grade primary boy students in More
The purpose of this study was to examine thecourses impact of active teaching methods on academic achievement of math lesson, comparing the impact of scaffolding, problem solving and traditional methods on academic achievement of the fifth grade primary boy students in Varamin suburb. In a queasy-experimental study, 45 students were selected by multi-step cluster sampling method and randomly assigned to three groups. In 10 sessions, the two experimental groups were instructed by scaffolding and problem solving methods respectively. The control group received traditional mastruction. All groups completed the teacher-made tests as the pre-test, post-test and two-month follow-up. The data were analyzed through covariance method. The results showed that in post-test, scaffolding method unlike problem solving method lead to increase of academic achievement (p<0/05). But, in the follow-up, scaffolding and problem solving methods did not have and significant difference in increasing of the academic students' achievement. Although the effect of scaffolding appears earlier than problem solving in the long run, there was no significant difference between these two. Therefore, scaffolding and problem solving teaching methods are effective in increasing students’ academic achievement.
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The present research was conducted with the aim of validating the problem-oriented curriculum model in the elementary school mathematics course. This research was exploratory (qualitative-quantitative) in terms of mixed nature, practical purpose, the method of collectin More
The present research was conducted with the aim of validating the problem-oriented curriculum model in the elementary school mathematics course. This research was exploratory (qualitative-quantitative) in terms of mixed nature, practical purpose, the method of collecting cross-sectional survey data. Content analysis and ISM wrer used in the qualitative part and partial least squares in the quantitative part. The participants of the qualitative part, experts and the statistical community in the quantitative part were also elementary school teachers in the academic year 2014-2016. According to the principle of theoretical saturation, the sample size of the qualitative part was 19 people who were selected by the purposeful sampling method, and the quantitative part, 355 people were estimated and selected by the simple random sampling method according to Cochran's formula. The research tools were semi-structured interviews in the qualitative part and researcher-made questionnaires in the quantitative part. The data were analyzed using qualitative content analysis and partial least squares methods. The results of the qualitative part of presenting the model with 7 main target categories in three cognitive, attitudinal and skill levels, content, method, evaluation and curriculum were a total of 46 subcategories. Data from the quantitative section (model fitting) were analyzed using structural equation models and partial least squares. The results showed the model has validity and appropriate fit in both internal and external.
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