علیرضا بادله

The purpose of this research is to develop and validate an appropriate model for measuring productivity with a digital transformation approach in the organizational processes of the education system in Mazandaran province. The qualitative research method utilized content analysis with inductive categorization. Data were collected from 12 experts through semi-structured interviews. Non-random sampling was conducted using the snowball technique to reach theoretical saturation. In the second phase of the research, a quantitative approach purposed at fitting the conceptual model derived from the qualitative phase was employed. A researcher-made questionnaire was designed and distributed to the statistical population. The validity and reliability of the questionnaire were confirmed using statistical analyses. The Cronbach's alpha value was reported as 0.84, indicating the desirable reliability of the tool. The method and analysis tools in the qualitative phase were analyzed and coded using MAXQDA software. Categories were extracted and analyzed inductively. In the quantitative phase, confirmatory factor analysis was used to analyze the data. This analysis examined the factor loadings between the questionnaire items and the latent variables. SPSS and LISREL software were used for this purpose.The results of the qualitative section showed that the dimensions of the productivity measurement questionnaire with a digital transformation approach are significant at a level smaller than 0.01 in 5 main components: digital support transformation, digital human resource transformation, digital management transformation, digital software transformation, and digital hardware transformation. In the quantitative section, confirmatory factor analysis indicated that the factor loadings between the questionnaire items and the latent variables were statistically significant, and the model fit indices were at a desirable level. Therefore, it can be stated that the level of realization of the digital transformation approach in the organizational processes of the education system in Mazandaran province is less than the desirable amount. These results show the necessity of paying more attention to the implementation of digital approaches in this organization.

Considering the role of teaching sciences in students' scientific and skill ability, selecting the appropriate method is an important stage in teaching. The purpose of this study is to relationship between academic attitude and motivation effective teaching of sciences with the mediation of scientific project model design. This research is applied in terms of purpose and survey based on structural equation modeling in terms of method. The statistical population of the research is 225 pre-service teachers of Bushehr Farhangian University, 142 of whom were selected using the cluster sampling method. A researcher making questionnaire, which consisted of questions for variables academic attitude (20 questions), academic motivation (26 questions) and also test project model design (4 questions), was used for data collection. For data analysis from SPSS version 25 software for exploratory factor analysis, descriptive and inferential statistics and from SmartPLS version 3 software for confirmatory factor analysis and path analysis by structural equation modeling used. The findings show that academic attitude have significant and direct effect on motivation effective teaching, academic attitude have significant and direct effect on effective teaching with the mediation of scientific project model design and structural model was approved. Also, attitude of student teachers towards teaching courses related to experimental science education at Farhangian University, as well as their motivation for effective teaching in the experimental science course, were above average and at a favorable level. Also, the results of the structural model show the relationships between the variables. Therefore, positive academic attitude and academic performance of pre-service teachers can be effective on job motivation for effective teaching of experimental sciences course, Of course, teaching active teaching strategies is also necessary.

The purpose of this research is to identify the factors influencing the interaction between student intern teachers with school principals and guidance teachers in order to advance the goals of internship. The current research method is mixed (qualitative and quantitative). The statistical population of the research includes all experts, students, intern teachers, school principals and guidance teachers of Mazandaran province. To select the sample size in the qualitative part, snowball sampling was used and 22 people were selected as the research sample And in a small part, the method of relative stratified sampling is used and 135 experts, guidance teachers and administrators and 303 student teachers were selected as the research sample. became the research tool included a researcher's questionnaire based on the findings of the Depoy and Gitlin's theme method new design based on a 7-point Likert scale, which includes 11, 16, 13, 13, 13 and 10 items in the field of social-cultural factors. Psychological-personality characteristics, educational infrastructure and planning, management and planning, educational approaches and strategies, knowledge and awareness. The findings of the research showed that cultural-social factors, psychological-personality characteristics, educational infrastructure and planning, management and planning, educational approaches and strategies, knowledge and awareness on the interaction between student teacher interns with school principals and guidance teachers in order to advance the goals of effective internship. is. The results of the present study showed that the mentioned factors are among the most important factors affecting the interaction between student intern teachers with school administrators and guidance

The purpose of this study is to identify the components of teacher competency in the professional competency test to provide a suitable model. The research method is a mixed one (quantitative and qualitative) and the statistical population in the qualitative section includes professors, education specialists and in the quantitative section includes 350 faculty members, teaching staff and 23345 male and female student-teachers in 6 centers of Mazandaran Farhangian University. In the qualitative section, snowball sampling was used, based on which 12 experts in this field were selected as interviewees. In the quantitative section, using the relative class sampling plan and Krejcie-Morgan table, 144 professors and 330 student-teachers were selected as samples. Research tools include semi-structured interviews and a researcher-made questionnaire with 6 main components. There were 20 items whose content validity was confirmed by long-term engagement, questioning and searching from colleagues, and review by informed individuals. According to the obtained results, 6 components of educational strategies, scientific abilities, technology-based skills, personal characteristics, classroom management and executive responsibilities were recognized as components of teacher competency in the professional competency test and the status of these components from the perspective of professors and student-teachers ranked from 1st to 6th, respectively.

This study aims to identify factors promoting organizational commitment of human resources working at Farhangian University. In the qualitative part, through grounded theory research method and Glaser emerging design, factors promoting organizational commitment of human resources working at Farhangian University were identified. Twenty-five faculty members of Farhangian University were selected by purposive sampling. Semi-structured interview was used to collect data. Inter-coder reliability was 0.78, and intra-coder reliability was 0.80. Thematic analysis was used to identify themes and categories of organizational commitment of human resources working at the university. Finally, after the researcher’s coding, six components of individual, behavioral, psychological, managerial, organizational, and motivational factors were recognized as components effective for promoting organizational commitment of human resources. The psychological component with a standard coefficient of 91% had the most effective role and the individual component with a standard coefficient of 59% had the least effective role in explaining promotion of organizational commitment of human resources. In the quantitative part, 260 individuals (149 males and 111 females) were selected as the research sample using purposeful sampling from among the faculty and staff of FarhangianUniversity. The research tool was a researcher-made questionnaire based on the interviews. Based on the results of factor analysis,

 Nowadays, the learning management system is one of the key tools of university education systems. This system increases the efficiency and learning power of students because it activates the students' mind and facilitates the understanding of knowledge. In addition, the use of learning management systems increases students' motivation for active learning and improves their self-confidence in academic exams. Also, these systems reduce the duration of teaching and the workload of teachers and are effective on students' visual literacy.The design of learning management systems is the result of the collaboration of educational experts and software engineers, who identify the required capabilities and the expected service quality by considering various psychological, social, cultural, educational, and technical aspects. These capabilities and qualities are the basis of the software design of the system that is ultimately used by students and teachers, and the success and failure of the system largely depends on their satisfaction. Therefore, knowing the expectations of students, teachers, and other users using learning management systems and then implementing these expectations in the design and development of these systems is of key importance.In Farhangian University, education is based on physical and online education, and some university courses have been always held online. Therefore, designing and implementing effective online education software is a high priority for Farhangian University. In addition, the use of information and communication technologies in education is one of the values highly highlighted in the document of Fundamental Evolution of Education.We identified only a few research that has been conducted to study the expectations of Farhangian University teachers from learning management systems. To fill this gap, in this article we aim at understanding the expectations of teachers of Farhangian University from the learning management systems. Our main objectives are to find out to what extent the teachers feel satisfied with using these systems, what software features of these systems are highly requested by the teachers, what are the main defects the teachers have observed in these systems, and what are the main values of using these systems for education. 

The research method of this research is based on the qualitative research method of content analysis with comparative categorisation approach to identify and represent the experiences and expectations of Farhangian University teachers from the university's learning management system. For more interaction with the teachers, the interview method was used to gather their expectations, in which they answered the questions of a pre-designed interview. The interview questions were finalized after applying the opinions of some experts in software, educational sciences, and educational technology. The statistical population of the research was all teachers and lecturers of Farhangian University in the academic year 1402-1401. In this research, teachers who had practical and useful experiences in organizing online classes as well as who were experts in this field were invited for an interview, and 12 colleagues declared their presence for the interview. The authors conducted the interview process in parallel and then jointly completed the data forms. Qualitative interviews were conducted in accordance with its standards in a time between 30 to 60 minutes, physically on site or online on the platform of social networks. First, the aim of the interview and its topic were explained to each interviewee and then the interview was conducted. Considering the semi-structured nature of the interview, in addition to the pre-designed questions, other related questions were also asked to clarify the meaning of the answers during the interview. Also, the authors used some examples when there were ambiguities between the interviewer and the participated teachers.In this research, to analyze the data obtained from the interviews, three types of coding including open coding, axial coding, and selective coding were used. In the open coding, the main sentences related to the topic of the research were extracted from the data forms and recorded as primary codes. Then, the created codes were placed in a category based on the similarities. In the stage of axial coding, the primary codes and categories that were created in the open coding were compared with each other and similar items were merged and finally the axial categories were extracted. Then, for similar codes that were placed in the same category, by doing this process, several main topics were obtained that show the main basis of the interviews. If there is an equivalent standard or term for a subject in the field of education or software engineering, that equivalent and definition has been used in the article. Selective coding, based on the results of open coding and axial coding, defines the final framework of categories. The synthesised results then are reported in this article.

 The results show that half of the teachers are satisfied with the learning management systems, three teachers are with relative satisfaction, and the remaining three are unsatisfied. Regarding the expected software features from these systems, we categorised the identified features into two main categories namely generic and user-interface-specific features. Because the participants in the interview do not have specialized knowledge of software engineering, in responding to their expectations from the systems, they expressed a combination of capabilities, quality attributes, and other requirements. Therefore, capability in this research means the general requirements of the participants, which can be a functional requirement, non-functional requirement (quality attributes), software capability restrictions, or a combination of them.Assisting teachers during the online class, learnability, usability, adaptability, error detection and prevention, facilitating the interaction between teachers and students are examples of the generic software features expected by the teachers. The participants also expect that the system provides them information of any events and tasks being progressed. In addition, they expect the system should be flexible and extendable enough so that they can add new tasks and generate new reports.In terms of the user-interface-specific features, the teachers expect the systems provide hedonic, simple, and customisable user interface. They also expect easy access to the system features. In addition, better content representation is another requirement the teacher expressed. The defects observed by the teachers are also categorised in generic and user-interface-specific defects. As for the generic defects, the teachers reported that it is not easy to learn the learning management systems. They also complained about the audio and video latency during the online classes. Another defect reported is that performing some tasks is time consuming which requires going through several steps. Poor and busy user interfaces are main defects reported by most of the teachers regarding the interface of the learning management systems. Inconsistent representation of the application in the mobile devices is another user interface defect. We have also understood that better time management, improved social interaction, and decreased stress of using information and communication technologies for education are the main values indicated by the teachers as the consequences of using the learning management systems. Being respectful and self-disciplined are other values reported by the teachers.

 It can be concluded that despite the good features of learning management systems and the teachers’ relative satisfaction with them, there is a need for these systems to be flexible according to the needs of users and give the teachers more control on the education process. Also, interaction with students and features that improve people's participation in the education process are among the most important expectations of teachers from these systems. Moreover, the user interface of learning management systems is very important for teachers because it provides their interaction with students. Teachers expect to be able to adapt the system and especially their user interface according to their needs and add new features at the lowest cost.
We also synthesized several design guidelines for the system developers. The system should provide support for both expert and novice teachers. Expert teachers expect more customization capabilities and novice teachers expect more advice and automatic error handling. Moreover, the system should help the novice teacher to be experienced in using the system continuously. As each teacher has his/her own teaching strategy, another guideline is to design the system so that each teacher takes control on the education and teaching process individually.Since an online learning system is an interactive application, its user interface design is very important. User-friendly and customisable user interface which nicely represented in different devices with different resolutions is a high priority guideline. This design guideline becomes even more important when we know that most of the students use their mobile phones for participating in online classes. We finally highlighted the importance of considering values in the design and development of learning management systems. In these systems, capabilities such as speaking in turn, the need to obtain permission to speak, remaining silent when others are speaking, and being neat during online presentation are aspects of respect. Their accomplishment, therefore, requires relevant software features. Moreover, the interaction between teachers and students necessitates establishment of ethical rules and standards to be respected by the users and the software. The privacy and security are two important subjects that requires more attention in learning management systems.

The aim of this study was to investigate the effectiveness of Mock-based education on students' psychological well-being and study skills. The method of the present study is quasi-experimental with pre-test and post-test design with two groups of control and experimental. The statistical population of the study included primary school students in Aq Qala city. Cluster sampling method was randomly selected from a school in the second grade of primary school in Aq Qala city. Then, from the educational levels, the sixth grade was purposefully selected and among the sixth grade students, 40 students were selected as the research sample. Research tools included Riff Psychological Well-Being Questionnaire - Riff and Case (1989) and Weinstein (2002) study and learning strategies. The validity of the questionnaires was finally confirmed by experts in the field of education and psychology after minor changes and the reliability of the questionnaire using Cronbach's alpha was 0.72 and 0.74, respectively. Findings showed that Mook-based education has a positive and significant effect on students' psychological well-being and reading skills. Therefore, it can be concluded that Mook-based teaching method has a greater impact on students' psychological well-being and reading skills than the usual teaching method. Therefore, this method can be used along with other methods to improve students' psychological well-being and study skills.

The aim of this study was to Identifying the effective factors of improving the quality of virtual education based on the lived experiences of elementary school teachers in the education of the Corona era. This research was mixed in terms of practical purpose and performance. The statistical population of this study included qualitative teachers, experts and specialists in educational technology and virtual education, and in the quantitative part included all primary teachers in districts 16 and19 of Tehran. Of this number, in the qualitative section by snowball sampling method, 22 expert teachers and experts in educational technology and virtual education and in the quantitative section by systematic sampling method, 144 primary school teachers in 16th and 19th districts of Tehran as Research samples were selected. The research tool included a researcher-made questionnaire based on codes extracted from interviews with 90questions. Confirmatory factor analysis(CFA) with axial covariance approach by Lisrel 8.8 software was used to analyze the data and sample test and Friedman ranking test by spss25 software were used to examine the research questions and hypotheses. The results showed that the components of teachers, students, educational dimensions, educational structure, content and family are the most important components of Identifying the effective factors of improving the quality of virtual education based on the lived experiences of elementary school teachers in the education of the Corona era and the component Content with an average (3.77) and students with an average (3.16) at a level less than 0.01, respectively, had the most and the least role in Identifying the effective factors of improving the quality of virtual education based on the lived experiences of elementary school teachers in the education of the Corona era.

This study aimed to compare the effectiveness of computer games teaching methods and hand-made work on learning of students suffering from oppositional defiant disorder. The research method is quasi-experimental from the type of pretest and posttest. The statistical population of the study consists of all students suffering from oppositional defiant disorder in elementary schools of fifth district of Tehran. The sample size was selected by cluster sampling method. Accordingly, 10 schools were randomly selected out of 29 elementary schools and 24 students suffering from oppositional defiant disorder were identified, supported by school authorities, psychologists and educational sciences specialists and they were selected as the research sample. The research instrument was a researcher-made test includes 12 questions with reliability of Cronbach's alpha of 0.82, and the content and face validity of the questionnaire was confirmed by the experts. The results of the research show that in the computer games educational method, there is a significant difference between average score of the students suffering from oppositional defiant disorder in the posttest (17/90) with the pretest (12/20). Also, in the hand-made work educational method, there is a significant difference between the average score of the students suffering from oppositional defiant disorder in the pretest (19.19) and the posttest (13.25) (P <0.001). Therefore, there is a significant difference between the average score of the students suffering from oppositional defiant disorder in computer games and hand-made work (P <0.001). The results show that computer games and hand-made work educational methods have a positive effect on the learning of the students suffering from oppositional defiant disorder, and the hand-made work educational method is more effective than the computer games educational method.

The current study seeks to develop the Productivity Measurement Model (PMM) at Farhangian University to maximize the use of resources, manpower, facilities, reduce production costs, expand markets and increase employment.

In the qualitative phase, using an exploratory data collection, the participating team including academic experts in different fields of humanities including the directors of Farhangian University (n=50), were selected by a non-probability (purposive) manner and the snowball method to develop and validate the PMM. Fifteen interviews were conducted with university faculty members until theoretical saturation was reached. To rank and fit the PMM, a questionnaire consistent with the findings of the qualitative section was sent to the academic staff at random. The validity and reliability indices of the questionnaires were calculated by experts; factor analysis and Cronbach's alpha-test of 0.70 were all confirmed. Out of 274 questionnaires distributed, 221 complete questionnaires were returned used as the basis for statistical analysis. Findings After conducting interviews and reviewing previous research, indicators related to productivity measurement by content analysis method (142) and interviews with experts (34) were identified and finally by Delphi method 138 indicators in the areas of "design, planning and resource development" "Education", "Research and Technology" and "Student, Cultural and Social" were approved. In the quantitative phase, the structural equation model was used for validation.

Considering that all productivity measurement indicators in Farhangian University have been approved using confirmatory factor analysis in each field, the indicators in the field of research and technology with a path coefficient of 0.977 have a value of t, higher than 1.96. The coefficient of determination of this index is 95.4% of the productivity measurement and it has the first rank and the indicators of the student, cultural and social field with a path coefficient of 0.947 have a value of t, higher than 1.96. The coefficient of determination of this index (89.7%) explains the productivity measurement and is in the second place, and the indicators of the field of education with a path coefficient of 0.937 have a value of t, higher than 1.96. The coefficient of determination of these indicators of 87.9% explains the productivity measurement and has the third rank and the coefficient of determination of this index of 87.7% explains the productivity measurement and ranks fourth among other factors. After determining the productivity indicators, calculations related to productivity indicators and factors affecting productivity changes can be determined.

This study aims at examining the effect of real-world teaching model on the visual-spatial visualization focusing on the role of technical self-efficacy of male technicalengineering students in technical drawing.

This study applies semi-experimental design using pretest-posttest method. The statistical population of the study includes 400 male associate students in technical courses among whom 40 students were selected as the sample, using random cluster sampling method. The instruments included researcher-made questionnaires of technical self-efficacy, visual-spatial visualization and evaluation of real-world teaching model. The validity and reliability of the aforementioned questionnaires were measured using the content validity as well as considering the ideas and suggestions of experienced professors, curriculum and psychology experts. Cronbach’s Alpha coefficient for subscales of self-confidence, motivation and perseverance, innovation and questionnaires of technical self-efficacy, visual-spatial visualization, evaluating a real-world teaching model were found to be 0.88, 0.75, 0.81, 0.90, 0.80 and 0.77, respectively.

The results showed that the real-world teaching model has an influence on the male engineering students’ technical self-efficacy, its dimensions, and their visual-spatial visualization in technical drawing; and technical self-efficacy, with its mediating effect, is effective on the influence of real-world learning model on students’ visual-spatial visualization. Students are suitably satisfied with the teaching method that is based on the real-world model in the components involved in using this model to understand the maps, geometrical design, tangible 3-D models, and usefulness of the realworld models. However, their satisfaction with the components of using and applying practical teaching of the real-world models is not appropriate.

Real models enhance students' vision for preparing the maps on the basis of the real-time industrial model as well as its reconstruction. Drawing maps on the basis of 3D images, simplifying the design of maps, and facilitating the process of working with real-time industrial collections and mechanisms to identify and understand the solutions for technical problems lead students to gain new and innovative experiences

The purpose of the present study was to investigate the effect of cognitive Load and augmented reality technology methods on the learning-retention of 12th grade students of experimental sciences field in the mathematics 3 course in the academic year of 2018-2019. The research method is quasi-experimental with pre-test and post-test with three groups: one control group and two experimental groups. The statistical population of the study consisted of all 12th grade students of experimental sciences field of Gorgan city that were 726 students. Mustafa Khomeini high school was selected by cluster sampling method from 22 high schools of Gorgan as the sample. Then, from the 12th grade students of this school, the experimental sciences field was selected which consisted of 3 classes with 90 students. Among these students, those students who had average above 17, and who were discipline-desirable were selected. Finally, according to the criteria set, 60 students were selected as research sample. The research instrument consisted of a 30-questions researcher-made test with different levels of Bloom's cognitive domain. The coefficient of distinction and difficulty of each question was reported and was desirable. The results showed that cognitive Load and augmented reality technology methods have a positive and significant effect on students' learning and retention. And augmented reality-based teaching methods have a greater impact on students' learning and retention than other cognitive-based teaching methods and traditional methods.

The purpose of this research was to investigate the effect of learning objects on academic achievement and self-efficacy. The statistical population included 30 female in the second-grade elementary school in Mashhad in the year 1397-98 which They were simple randomly divided to two experimental and control groups of 15 individuals. The experimental group was traditionally trained using learning objects and the control group. In the research, Jinks & Morgan self-efficacy questionnaire and the researcher-made test of science lesson were used. The validity of the science course questionnaire, which was in accordance with the levels of knowledge, understanding and application levels of the cognitive levels of second grade elementary science textbook approved by experts and professors and the reliability of the self-efficacy test was 0.82. In addition, the findings of the difficulty coefficient and the differentiation coefficient related to science questions indicated that the test was standard. Analyzing the data, Shapiro Wilk test, covariance analysis using software SPSS-21 was used. The research findings show that learning objects affect the academic achievement and self-efficacy of second grade elementary school students in Mashhad in science lesson and increase academic achievement and improve the self-efficacy of second grade elementary school students in Mashhad.

Objective of this survey is identification of effective factors on promotion of internship conducting quality and evaluation of the present situation in the Farhangian University. It uses applied method, compound type (qualitative and quantitative); and the statistical population includes all student-teachers and faculty members of Farhangian University of Mazandaran. In the qualitative section, snowball sampling was used and 12 internship teachers were selected including elites of curriculum design and individuals with long-term experiences in conducting internship courses in Farhangian University. In the quantitative section, using random stratified sampling plan and sample size determination table, 25 teachers and 290 students were selected as the sample size. Survey tools included semi-structured interviews and researcher-made questionnaire with 6 main indexes namely Farhangian University, curriculum (content), student-teachers, internship teachers, supervisors, and schools with respectively 7, 15, 7, 11, 6 and 4 items. Qualitatively, content validity was achieved through long-term involvement, inquiry from the colleagues, and reviews of informed individuals; quantitatively, by the help of 10 internship teachers, the content validity ratio (CVR) and the content validity index (CVI) were analyzed and approved. Using Cronbach’s alpha, the reliability of the questionnaire was achieved 0.95; and its fitness was approved via confirmatory factor analysis. According to the results, curriculum (content), teacher-students, internship teachers, supervisors and schools were identified as the effective factors on quality of internship implementation in the Farhangian University; and the present situation of these factors which were effective on promotion of internship implementation quality were evaluated as good.

This study was conducted to investigate Farhangian University faculty members’ prioritization of their job responsibilities and to evaluate quality of their performance by student-teachers. The research method was descriptive survey and the statistical population of the study included all faculty members and student teachers of Farhangian University of four provinces (Mazandaran, Golestan, Semnan and Gilan) and the sample included 50 faculty members of Farhangian University and 514 student-teachers who were selected by random sampling method. The research instrument was researcher-made questionnaires: 1- Questionnaire of faculty members’ prioritization of their job responsibilities and 2- Student-teacher evaluation questionnaire of teachers' performance quality. The results showed that in the view of male faculty members, there is no difference between the different dimensions of their job responsibilities. But from the perspective of female faculty members, there is a difference between the different dimensions of their job responsibilities. Evaluation of faculty members' performance by student-teachers showed that in their view, the quality of faculty performance in the components of teaching and training, research, supervision and guidance and learning ethics is at a desirable level. Also there is a positive and significant relationship between faculty members’prioritization of their job responsibilities and the quality of their  performance in the components evaluated by student-teachers.

The shortcomings of traditional methods, technical developments, and the requirements of today's world have necessitated the development of a new approach to education. Therefore, the purpose of this study was to compare the amount of learning and retention resulted from the Web Quest, Mobile and Flipped training methods among the second grade female students of Sama schools in Najaf Abad city. Research method was quasi-experimental with pre-test and post-test with three groups of 10 students. Statistical population of the study consisted of all female students of second grade in Najafabad city in the academic year of 2016-2017, and statistical sample consisted of 30 second grade students who were selected through multistage cluster random sampling. The researcher-made tests (learning test and retention test) were used, and for data analysis the analysis of variance was used. Findings showed that there was a significant difference between learning and retention scores in webquest and flipped training (P <0.05), and out of these three methods, Mobile training was the most effective on learning and Web Quest was the most effective method on retention of students.

Nowadays, our education system faces tangible multiplicity and issues, including the inadequacy of communication skills. Therefore, the purpose of this study was to investigate the effect of compound learning and self-directed methodology on language learning and the development of communication skills of bilingual students of pre-schools.

A quasi-experimental method was used for pre-test and post-test design. The statistical population of the study consisted of 5-year-old bilingual students from pre-schools in Karaj. Of the 50 pre-school and kindergartens, Golbarg kindergarten, which has the most bilingual students, was selected. In this way, 36 bilingual learners were selected and randomly divided into three groups of 12 people. Then, on each group the traditional, compound and self-directed method was performed randomly. The tool used included researcher-made language learning and communication skills. The validity of the questionnaires was assessed by professors of speech therapists and experts. After completing the necessary amendments on questionnaires, the questionnaires were approved. The reliability of the questionnaires was 0.81 and 0.83 using Alpha-Cronbachchr('39')s coefficient. The data were analyzed using descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis (repeated measure)) using SPSS statistical software.

According to the findings, compound, self-directed and traditional methods have a significant effect on language learning and communication skills of students.

The results of this study indicated that the compound learning method has more effect on bilingual learnerschr('39') language learning than traditional and self-directed learning methods. And self-directed learning method has a significant effect on the learnerchr('39')s communication skills of bilingual students in comparison with the compound and traditional method

This survey,has,been conducted,with the objective of identifying and ranking the effective factors on the technological skills of primary school teachers in the city of Gorgan in the educational year 2017-2018.The research methodology is descriptive survey type.The statistical population is the experts of IT,teachers of communicational sciences and primary school teachers in the city,of Gorgan.Data,analysis,was,done,by,analytic,hierarchy,process,(AHP).Considering the survey objective, the analytic hierarchy process has been a very useful method for ranking technological skills of teachers.For this purpose,a questionnaire according to Thomas,L. Totten’s design was prepared and filled. The questionnaire reliability was analyzed with the incompatibility rate of 0.04. Therefore,there,is compatibility in the paired comparisons.The data,was analyzed by the use of Expert Choice software.The findings show that out of the main factors,educational and occupational guidance of students with the relative weight of,0.234 is,at the,top, teachers’ interaction with,students and their parents with,0.231 is the second factor, and the electronic lesson design with,0.227 is the third important factor; and out of the minor factors,interaction in,the,system by,the school personnel,with the,relative weight,of 0.101 is,at,the first place, calling the roll by the smart method with,0.082 at the second place, and the compatibility level of the goals of smart schools’ electronic systems with,the,lesson,contents,with,0.073 is,in the third rank of importance.

The main goal of this research was to assess the effect of the holy Quran music on dormitory student’s depression.

using an experimental pretest- posttest- follow up with control group design, 40 dormitory students from Allameh Tabataba’i university that their depression level were more than average according to the Beck Depression Inventory (BDI)’s and Bandura Self-Efficacy Questionnaire score distribution selected and assigned to experimental (n=20) and control group (n=20) randomly. Experimental group listened to specific Quran Soreh (Rad, Shamsh and Maedeh) with the voice of Abdolbaset and Mostafa Esmaiel in 20 days (each day 20 minutes in two 10 minutes shifts), whereas control group have not been received any manipulation. The degree of two group depression was assessed after 20 days and two-month later. Also by conducting a self-efficacy questionnaire, the effect of the holy Quran music was also measured.

The results of analysis of covariance (ANCOVA) showed significant reduction in experimental group’s depression. The result of paired T test indicated that effectiveness of the holy Quran voice has been maintained

As increase self-efficacy the finding of current research supports the important of spirituality based therapies and religious therapy in curing psychological problems. Keywords: holy Quran, Quran music, Depression, Academic self-efficacy, dormitory students

This study aims to develop an IT communication model with knowledge management and organizational learning in the staff of Farhangian University. The method is a descriptive correlation based on structural equations. The statistical population is all the staff of Farhangian university of Tehran that were 220 people. According to the size of the society and its homogeneity in the type of employment, the society was divided into three classes, and according to the ratio of each class, the sample size was determined., the Torng & Lin`s (2005) IT questionnaire, organizational learning of Neefeh (2002), and Knowledge Management of Lawson (2003) have been used. Their validity was confirmed by experts and professors, and the reliability is in a preliminary study with 30 subjects and with Cronbach's alpha is calculated 0.95, 0.92, and 0.93. In order to analyze the data, descriptive and inferential statistics such as Kolmogorov-Smirnov, modeling PLS and SPSS 21 software were used. The findings showed that there is a relationship between IT and knowledge management and organizational learning among the staff of Farhangian University, as well as between IT with knowledge management components (recognition of knowledge, knowledge acquisition, knowledge use, knowledge sharing, knowledge development, knowledge maintenance) and components of organizational learning (individual skills, mental models, common perspective, comprehension), and their relationship model has a good fit. Also, of 0.75, and mental models with coefficient of influence of 0.76. Considering the impact of IT on knowledge, using their communication model in planning and decision making of this university is recommended.

By the influx of the global standards and their emphasis on technology as a major priority of education, their learning is a necessity. The purpose of this study was to evaluate the effectiveness of police multimedia training packages on changing attitudes towards social security among the tenth grade students in the municipal district 5 of Tehran.

The research method was quasi-experimental with pre-test and post-test with two control and experimental groups. The statistical population of the study consisted of all tenth grade students in municipal district 5 of Tehran city. The sample of the study was selected using a multi-stage cluster sampling method from the students of district 5 schools of Tehran in the academic year of 2019-2020. One school was randomly chosen. One class of that school containing 6 grade-10 classes was chosen and then two classes, each of which containing thirty students were randomly selected from each class and randomly divided into experimental (n = 30) and control (n = 30) groups. The research tool was Social Security Attitude Questionnaire and Multimedia Educational Package.

Findings of teaching methods on changing social security attitudes are as follows: in life dimension F (f = 13.84, Sig = 0.00); in financial dimension F (12.89, Sig = 0.04); and also in the cultural dimension, F (f = 62.67, Sig = 0.00), which means that multimedia education packages have a positive and significant effect on changing social security attitudes from the life, financial and cultural dimensions.

The results show that multimedia educational packages increase students' participation in providing security and promoting police status among them, and changes society's attitude toward social security. Multimedia educational packages also change students' attitudes about life, finances and culture. They have the greatest impact on the cultural dimension of social security.

The role of school principals as ethical leaders in creating social adjustment of students is a problem that we examine with a quantitative approach in this research. The main purpose of this research is to investigate the relationship between the ethical leadership of school principals and the social adjustment of primary school students in Aliabad katol city. Research methodology is applied and descriptive-correlational. The statistical population of the study is the 4th grade male students of primary schools in Aliabad Katol The sample of the study was 310 students. 284 students answered the questionnaire completely. The sampling method was determined by random cluster sampling. The data were collected through two tools of the standard social adjustment questionnaire of Sinha and Singh (1993) on the two-dimensional scale, and ethical leadership of Brown and et al. (2005) on the Likert five-dimensional scale. For data analysis, using SPSS software, Spearman correlation coefficient was used due to inequality of data variance and logistic regression. The results of the research showed that there is a direct relationship between the ethical leadership of principals and social adjustment (r = 0.34). Also, the results of logistic regression analysis showed that (R2 = 0.12), social adjustment changes were predictable by ethical leadership, which had the highest share in one of the dimensions of ethical leadership with the name of ethical person (β = 0.42). The results of this study show the importance of ethical leadership in social adjustment of students in primary schools.

Increasing development of technology has led to appearance of machines calls robots which have influenced different dimensions of human life. Robotics is one of the newest technologies in today’s world that has a great role in industry today and is gradually expanding throughout human life. Robotics is a new tool that can meet many human needs and influence the attitudes and thoughts of people, especially adolescents, and influence their behavior, because adolescents are interested in gaining new experiences and technology, due to new inventions such as robotics, this need is met. Students feel more comfortable with technology and robotics, because this technology quenches their curiosity. The world of robotics is a combination of electronics, mechanics, software and hardware that is constantly evolving. In other words, a robot is an electromechanical device or intelligent software to replace humans, with the aim of performing various tasks. A machine that can be programmed to execute various commands or perform a series of special tasks, especially those that are beyond the natural capabilities of men. Robotics, due to its interdisciplinary nature, has an attractive approach to education, because it requires expertise in the fields of mathematics and aesthetics, while mathematics strengthens problem-solving thinking and aesthetics strengthens creative thinking. Therefore, it can be said that robotics is effective on students' problem-solving and creative thinking. This study aims to evaluate the effect of robotic education on problem-solving of junior-high school students in physics.

This is a semi-experimental and causal-comparative study. The statistical population includes all schools participating in the robotics training program in Tehran. Using cluster sampling, from 5 districts of Tehran, one district was chosen, and then randomly from its schools, 6 schools with 173 students were selected and 120 students were randomly selected among them. Research tools included a researcher-made questionnaire of problem-solving measurement and an educational package of robotic structures in physics. Its validity was confirmed by content validity method by robotics experts and testers and its reliability was achieved 0.95 using Cronbach's alpha. For data analysis, SPSS software was used in two levels of descriptive statistics (indexes of centrality and frequency) and deductive statistics (independent t-test, variance analysis and covariance analysis).

The findings show there is a significant relationship between educational robotic and problem-solving skills, and also, there is no significant relationship between the effect of robotic education on the level of problem-solving skills among girls and boys students.

Robotic education has a significant effect on problem solving skills of high school students. The present study, like any other research, has certain limitations such as using only one research instrument, i.e. questionnaire and not using other instruments and geographical and curricular limitations and training costs and robot construction, and need for advanced workshop equipment. There was a lack of original and standard software. Therefore, it is suggested that the present study be conducted in other geographical areas and in other courses and in places with advanced engineering facilities to increase the probability of generalizations. Based on the findings of this study, it is suggested that arrangements be made to investigate the effect of robotics on students' motivation and learning, and to provide accurate information to provide solutions for the correct use of robotics training. In addition, it is suggested that robotics training methods in other countries be considered to promote the effectiveness of robotics training on students.

The research seeks to find out whether there is a difference in the level of learning and reminder from training to multimedia classroom technology, classroom, reverse, and classroom classes in elementary sixth science. The research method is quasi-experimental. The sampling method was a cluster sampling, so that at first, several areas of Karaj district 3 were randomly selected and then a school in that area was selected randomly. The statistical population of the study includes all 8304 elementary school students in the sixth grade of boys' elementary schools in the academic year of 1996-96 in the 3rd district of Karaj. The research tool was a researcher-made multi-test, whose validity was confirmed by the outstanding Kishiyur professors and its reliability was 0.81 by Cronbach's alpha method. Data was analyzed using descriptive and inferential statistics using SPSS version 20 software. The results showed that reverse learning method has a positive effect on students 'learning and learning, and other methods of classroom teaching, multimedia class, and traditional classes do not affect students' learning and learning.

The purpose of this study was to investigate the effect of augmented reality education on self-efficacy and academic motivation of students in Qods city. The research methodology was quasi-experimental with pre-test and post-test design with control group. The statistical population consisted of all primary students in Qods city. The sample size was selected using multistage cluster sampling from schools of Qods city, and Kowsar girls' primary school was selected, which has 423 students. From the first to the sixth grade of Kosar primary school, the third grade, with 60 students, was selected because of their first familiarity with the classification of animals and vertebrates. Of these students, students with a very good grade, ages 9 to 10 years, and a very good (descriptive) discipline score were selected, which generally 42 students were selected as the sample. The instruments used for this study were Valerand's motivation questionnaire (2013) and the efficacy of Sher et al. (1982) which had 28 and 17 items, respectively. The validity of the questionnaires was reviewed and confirmed by various researches, and the reliability of the questionnaires was 0.73 and 0.76 respectively.. Kolmogorov–Smirnov test and analysis of variance and multivariate covariance analysis (Manova) were used to analyze the data. The results of this study showed that the augmented reality learning method has a positive effect on self-efficacy, internal motivation for knowing, internal motivation for doing work, internal motivation for stimulation, replication adjustment, confrontation and externality adjustment, and negatively affect students' self-efficacy. (p <0.05).