نشریه آموزش و ارزشیابی
پیاپی 35 (پاییز 1395)

In this study, the effectiveness of working memory training on improving reading skills in dyslexic primary school students was investigated. The research design was experimental with pretest-posttest control group .Based on Wechsler test, from among 195 students with dyslexic reading, 60 students were randomly assigned to an experimental and a control group, each with 30 students. In order to examine the reading performance of the participants, the reading and dyslexia test (NOMA) was used. Working memory training was performed for 26 sessions in the experimental group. To analyze the data, the researcher conducted an independent t-test and Mann-Whitney U analysis. The results showed that working memory training based on active memory improved dyslexic students` reading skill. Also, this method increased the skills of dyslexic students in each of the sub-tests.

The purpose of the study is to identify factors related to two categories of "trainee's characteristics" and "training process", affecting training transfer in organizations. The data was gathered using qualitative research and case study. The research field was Ferdowsi University of Mashhad in 2014. The research sample included 34 participants comprising 13 managers, 12 faculty members and 9 employees. The research instrument was a semi-structured interview. The results showed that factors affecting training transfer with regard to trainees characteristics were eight factors of individual capabilities, continuity of knowledge, practical background, functional leverages, job knowledge, behavioral motives, perceived capability and a sense of need, and regarding training process, seven factors of training needs analysis, training materials and resources, the role of the trainee, desired training output and training policy, time of classes, and continuity of learning experiences. Considering these factors could help organizations to achieve the goal of "Training Transfer" or "Transfer of Learned materials into the workplace" that is the perennial concern of managers and main factor to assess the effectiveness of training.

The main purpose of this study was to investigate the impact of metacognitive strategies training on social adjustment and social self-efficacy of female high schools students in Naghadeh. The research method was semi-experimental .The statistical population of this study was all of female high school students in Naghadeh in the educational year of 1393-1394. Using an available sampling method, two classes with 60 students were selected as the study sample. The instruments used for the data collection were the Colony Adolescent Social Self-Efficacy questionnaire and California Adjustment assessment scale. The data were analyzed using one-way covariance analysis. The results showed that metacognitive strategies training increased the participant's social self-efficacy and social adjustment.

The aim of this study was to investigate the effect of the effect of educational films Showtime on 3rd grad secondary school female students learns and retention in Malayer. Our research design was quasi-experimental with pre-test, post-test, and control group. 110 students were randomly chosen and assigned to four groups, three experimental and one control group. The first experimental group (27) saw the film before teaching, the second experimental group (26) while teaching, and the third group (26) after teaching. The control group included 31 students who did not watch any film. Sections 2 and 3 of the geography book were chosen. The instruments used in this study were two equivalent pre-test and posttest on film content which contained 32 questions in 5 sections. At the beginning, pretests were given to all groups. At the end of the training, they took the posttest and 2 weeks later, they took the retention test. The results were analyzed using Generalized Linear Models, multiple comparison tests in dependent t-test, ANOVA and MANOVA. Considering the significant level (p>0/5). The results showed that using educational films while teaching had more impact on the learning and retention of the students.

The purpose of the present study was to standardize and study the psychometric properties (validity and reliability) of the scale of positive and Negative experience. 401 third grade students were multistage cluster randomly selected as sample of the study from high school in Tehran in the academic year 2015-16. The psychometric properties of the scale were assessed by Chronbachʼs Alpha, checking the construct and concurrent validities. The reliability of the scale using Chronbachʼs Alpha, Guttman, Spearman for positive feelings were 0.84, 0.70 and 0.80 and for Negative Feelings 0.78, 0.65 and 0.74 respectively. Also, the concurrent validity obtained by PANAS positive and Negative Feeling stale for positive and negative feelings were 0.87 and 0.83 respectively. The results of the factor analysis show that this scale holds two factors with suitable fit indexes. Therefore, the sale of positive and negative experience enjoys a desirable validity and reliability and can be used as a suitable diagnostic instrument

In the last three decades, Technology education has been part of the curriculum in public education, with the aim of fostering technology literacy. Technology education or technology literacy is an educational program that assists people to have an understanding and ability in designing and using technology products and systems and assessing the appropriateness of technological actions. This research was conducted to analyze textbook contents with regard to technology literacy elements. The method was content analysis. The population included all textbooks in grades 1 to 9, and the sampling was purposeful in which 24 textbooks were selected and their content were analyzed by two teachers using 20 elements of technology literacy through separate coding. The data were first described in frequency tables and analyzed later. The findings showed that technology literacy elements of understanding the nature and effects of technology are presented insufficiently. Process skills development elements are presented to an acceptable extent but these processes were far from technological processes such as Designing and Troubleshooting which are technological in nature. Also, regarding technological fields, information technology was the dominant content including 3/4 of the content, and little was left to other fields. Therefore, in general, it can be concluded that the new national curriculum is potentially weak and insufficient to develop technology literacy in all its dimensions.

The purpose of this study was to investigate the relationship between the strategies of thought control and meaning in life and the student's academic performance. The research methodology was descriptive- correlational. The population was the students of Azerbaijan University among whom 360 were selected using stratified random sampling method. To collect the data, Astgr’s meaning in life (MLQ) and Wells and Davi's Control of thought (TCQ) questionnaires were used to measure the student's academic performance, their first semester averages were used. To investigate the construct validity of the questionnaires, confirmatory factor analysis was used and Cronbach's alpha was calculated which were 0/63 and 0/73 respectively. The results showed a positive significant relationship (P≤0/001) between meaning in life and strategies of thought control, and also between strategies of thought control and the student's academic performance. But the student's meaning in life and their academic performance did not have any significant relationship. Structural Equation Model supported that strategies of thought control and meaning in life had direct impact on academic performance.

The present study sought to investigate the effects of employing the intervention provision framework put forward by John Heron, entitled Six-Category Intervention Analysis, on EFL learner's willingness to communicate. This model of intervention provision, having its genesis in clinical supervision, can regulate the verbal behavior and actual sentences used by teachers to intervene in language learning contexts. The Preliminary English Test (PET) as an English language proficiency test was administered to 60 participants. Based on the results obtained, 36 participants were selected and assigned to two groups of 18. The first group was authoritative intervention group in which the teacher suggested what had to be done, provided information, or confronted the learners. The second group was facilitative intervention, in which the teacher drew out ideas, solutions, or self-confidence. The participants in both groups completed Willingness to Communicate questionnaire before and after the treatment, as well as in the follow-up period. The findings indicated that the application of Six-Category Intervention Analysis brought about significant changes in the performance of the facilitative group that outperformed the authoritative intervention group.This research could carry some important implications for all stakeholders in the realm of foreign language teaching.