International Journal of Education and Cognitive Sciences
Volume:2 Issue: 2, Summer 2021

This paper reports the results of an investigation on the effect of cooperative learning (STAD style) on academic achievement.

Sampling of the study consists of 80 (22-23 years old) students at a state university in Iran. Levels of pre-knowledge acquired by the students were evaluated by means of a self-developed instrument. A clear significant difference, as a conclusion, was detected in favor of the experimental group indicating the success of the STAD. 

it is found that cooperative learning helped students to develop some of their educational and psychological skills, because the cooperative activities encouraged students to interact freely and communicatively and consequently increasing their academic achievement in Developmental psychology and Physiological psychology courses to a higher level. But it seems conventional teaching hardly improves the teaching of concepts and academic achievement

in non-cooperative classrooms, in which conventional teaching are used faculty members often talk most of the time and only a few of the brightest learners have the opportunity to participate, usually by responding to the teacher. So, it is found that experimental group students taught by cooperative learning are more successful than control group students taught by conventional teaching.

In recent decade, demand for higher education and the factors affecting Academic Performance especially for graduate courses have been increased. So investigating the relationship between emotional intelligence, personality traits and academic performance was the main objective of the current study. Correlational research method was utilized. Among all PhD students of Isfahan, 291 people were selected by employing simple random sampling and they completed Bar-On Emotional Intelligence Inventory and McCrae Personality Traits Inventory.  Finding indicated that emotional intelligence had a positive relation with academic performance also; personality traits have a significant relation to academic performance. The results showed that emotional intelligence and personality traits influence to academic performance positively and can be applied as a criterion for student’s admission. This study results showed that Agreeableness, conscientiousness and openness scales can predict more academic success also emotional intelligence and competences, such as ability to regulate one’s feeling, problem solving, intrapersonal and interpersonal skills, are highly germane to academic success.

Agility means the ability to respond to rapid and successful response to environmental changes and is an important factor for the effectiveness of schools. Agile school represents the response when exposed to internal and external changes.  So, the present study aims to investigate and compare the organizational agility in public and private schools of Isfahan.  Employing stratified random sampling, 286 persons were selected by stratified random sampling. Researcher made questionnaire based on Sharif and Zhang's model (2000) were used to assess Organizational agility. finding presented significant differences between the mean score of agility at public and private schools. Additionally in regard of sub variables there was a significant difference between accountability and competence, but in the case of speed and flexibility no significant difference in average were found. for achieving Better Organizational agility, quality of educational and fundamental services should be increased and the reduction of costs, internal satisfaction of the students should be considered in the face of rapid changes in education system and training time associated with changes in the education system

The current research investigates the predictors of work motivation through job characteristic in staff members of educational vice chancellor of Iran’s ministry of education.  Data were collected from the 200 staff members by using simple random sampling method. Job diagnostic survey questionnaire (Hackman & Oldham, 1975) was employed for assessment of job characteristics and Work Motivation and Job Satisfaction Scale (WMJSS) were used for assessing participants Motivation toward work tasks.  Findings revealed that there is a positive and significant relationship between job characteristics and working motivation. The multiple regression results also revealed that Working Motivation is significantly predicted by job characteristic. Also all job characteristics sub variables includes skill variety, task identity, task significance, autonomy and feedback were meaningful predicators of work motivation, internal motivation, general satisfaction and growth satisfaction. The highest variance is explained by skill variety and the lowest by autonomy.  Teachers and staffs who were satisfied with their job had high motivation for working properly and vice versa.

Family instruction is one of the most fundamental and safest ways for developing families. This study was based on the Context, Input, Process, and Product (CIPP) evaluation model.  The main objective was to investigate the effectiveness of family instruction programs in the schools of Tehran, Iran in the academic years of 2012-2013.   The population size was 6000. The sample size was 360 parents who were selected through convenience sampling. Data were collected through two researcher made instruments (one instrument for parents and one for teachers). Data were analyzed through independent t-test.  The results of the study showed that family instruction program (based on CIPP model) is very effective. It increases the parents’ knowledge. Moreover, this program increases parents’ knowledge about spiritual training methods and recognizing the physical needs of the adolescents.  It can be concluded that such instruction programs also promotes the parents information and knowledge about the adolescents growth and development for better understanding  of psychological and emotional needs, promoting the relationships between family and parents training methods, and improving the relationships between parents and teachers.

The aim of the current study is to determine the effect of Organizational Intelligence and Organizational Learning on performance of staff in Ministry of Petroleum. The population is all the Petroleum ministry staff that they were about 5,000 people. The sampling method was systematic random sampling and the sample size of 356 subjects. Research, was descriptive. Three questionnaires, Organizational Intelligent (Albrecht, 2003), Organizational Learning (Weick and Leon, 1995) and a researcher made questionnaire has been used for collecting the information. To data analysis normality K-S Test, Kruskal-Wallis and X2 Test were used. Finding revealed that There is significant positive relationship between Organizational Intelligence ,Organizational learning and performance of staff in Ministry of Petroleum;  Also fading reveals that Status of staff Organizational Intelligence and Organizational Learning in Ministry of Petroleum was moderate to high Those staffs that have high Organizational Intelligence and learning and performance have the capability of an organization to comprehend and conclude knowledge relevant to its business purpose an ability to make sense of complex situations and act effectively. Also they have an ability to interpret and act upon relevant events and signals in the environment.  Additionally the have the ability to develop, share and use knowledge relevant to its business purpose and ability to reflect and learn from new experience.