آموزش گروهی

The present study was conducted with the aim of determining the effectiveness of group training of self-regulation learning strategies and critical thinking on school well-being of second-grade (fourth, fifth, and sixth) female students in Bagh Bahadran.

The method of conducting this research was semi-experimental with a pre-test and post-test design with a control group and a two-month follow-up period, and 60 students 4th, 5th and 6th grades in Bagh Bahadran city was selected based on the available sampling method and according to the entry criteria, randomly selected in Three groups (20 people in each group) were assigned. Kaplan and Mahler's school well-being scale (1999) was used to measure the dependent variable. Khanjani et al.'s self-regulation learning strategies training (2005) and Fisher's critical thinking training (2005) were used for 8 sessions of 90 minutes. Data were analyzed through repeated analysis of variance with mixed design and Ben Feroni's post hoc test.

The results showed that the scores of the components of school well-being (interest in school and perceived academic self-efficacy) in the post-test and follow-up stage in the critical thinking training group and the self-regulated learning strategies training group increased and destructive behavior decreased.

training self-regulation learning strategies and critical thinking in schools by teachers and counselors can be used to improve or increase student's school well-being

In this group article, part of the teaching of advanced dynamics course has been done in the form of group-based training projects. In this project, the mechanism of a spinning ride is designed and then engineering analyzes are performed on it. The system of this spinning ride must be designed in such a way that the absolute acceleration of the human head is equal to six times the acceleration of gravity. The most basic thing to do is conceptual design. Engineering analyzes such as dynamic analysis and motion simulation; finite element analysis is also performed to obtain natural frequencies and to determine the deformations caused by loading. After completing the above steps, information will be provided about materials and manufacturing processes. Due to the fact that this project was carried out in the form of a new method of learning advanced dynamics in the form of nine groups at Sharif University of Technology and the groups competed with each other, in the end, students were surveyed about the amount of learning from this method of teaching.

Higher skill education is one of the pillars of sustainable development of any country due to the training of industry experts. The main and important part of higher skills education is laboratory and workshop courses in which the student gets acquainted with the tools and equipment related to his / her field of study and learns the topics that he / she has studied theoretically and in practice. One of the challenges of practical courses is the high cost of equipping or updating laboratories and workshops. Also, the lack of available equipment in proportion to the number of students does not provide enough time for the teacher and the student to complete the learning process. In this article, considering the mentioned limitations, new approaches of skill higher education are presented with emphasis on laboratory and workshop courses. These approaches use the latest communication technologies to apply them in the service of skills training. By introducing models such as augmented reality, software simulation, group training and virtual training and the requirements for their implementation, the effect of each method in increasing the effectiveness of higher skills training is explained. Finally, with a case study of electrical engineering, each of the introduced teaching aid methods are analyzed and evaluated based on indicators such as availability, cost of equipment and implementation, impact on improving the level of teaching and covering the educational topic.

The aim of this study was determine the effect of group training solution-focused parenting to mothers on aggression and problem solving of preschool children. This research was quasi-experimental with pre-test and post-test design with experimental and control groups. The research population was mothers of preschool children of Mashhad in the 2019-20 academic years, which from them 40 people were selected by purposeful sampling method and randomly replaced into two equal groups (20 people in each group). The experimental group received 8 sessions of 90 minutes group training solution-focused parenting and the control group received no training. To collected data used from the questionnaires of aggression (Buss & Perry, 1992) and problem solving (Heppner, 1988). To analyzed data used from tests of Fisher, independent t and multivariate analysis of covariance with SPSS-19 software. The findings showed that in the pre-test there was no significant difference between the experimental and control groups in terms of aggression and problem solving (P>0/05), but in the post-test there was significant difference in terms of both variables (P<0/05). This means that group training solution-focused parenting to mothers led to decrease aggression and increase problem solving of preschool children. Therefore, it is recommended to use from group training solution-focused parenting method to improve psychological characteristics especially decreasing aggression and increasing problem solving.

The purpose of this study was to investigate the effect of group training on anger management on self-directed learning of first-year students. The pre-test-posttest with control group was a quasi-experimental research. The statistical population of the study consisted 302 students of Molavi Kord High School in Ravansar city in the academic year of 2016-2017. The research sample consists of 30 students who have been selected through targeted and available sampling among high anger students. Then, they were randomly assigned to two experimental groups (15 people) and control group (15 people). First, self-directed questionnaire of Fisher and et al (2001) was presented as a pre-test to the students of both groups (test and control) and the data were analyzed. Then, anger management training program was presented to the students of the experimental group in six seventy-seven (two-weekly sessions) sessions, but the students in the control group did not receive any training. In the end, a questionnaire for measuring anger control skills and a self-directed self-directed questionnaire as a post-test questionnaire were presented to both groups. Statistical data were analyzed using independent T-test, size-effect formula and covariance analysis. Findings and results showed that implementation of anger management skills training program can increase self-directedness and reduce anger among students.

The purpose of this study was to investigate the effectiveness of cognitive group training on Action for individual growth of Imam Khomeini Relief Committee .The research method was Quasi-experimental with pretest and posttest for experimental and control groups. The statistical population of this study was all the applicants for self-employment loans and the self-sufficiency of the Firuz Abad and Mamassani Relief Committee who were willing to participate in the research in 2015 and their number was 100 . Based on the small size of statistical population ,First by census method ,the Action for individual growth questionnaire was performed on the whole population. Then, among those who scored less than average (compared to the meanings of the scores obtained from 100 people), 30 (15 in each city) were selected and randomly Relief Committee´ clients of Mamassani Were replaced in the control group and Relief Committee´ clients of Firoozabad Were replaced in the experimental group.According to the Cognitive group training, experimental group had received eight sessions an hour and a half. And the control group received no intervention. Finally, a month after the test, the data were analyzed with appropriate statistical methods. The results showed that Cognitive group training is effective in and increasing scores acting for Individual development and the result for over time are constant. Therefore, it is suggested to be organized in the form of workshops , to use the cognitive theory to increase action for individual growth of applicants for self-employment loans and self-sufficiency.

Emotional maturity and patience necessary for growth and the achievement of individual conscious effort to manage their emotions. This study aimed to identify the effectiveness of positive thinking skills, emotional maturity and tolerance based on Islamic approach quasi-experimental, pretest-posttest control group design was used. Experimental group received eight sessions of positive thinking skills based on Islamic approach, was both due to emotional maturity scale and patient questionnaires before and after the implementation of the independent variables were assessed. Data were analyzed using multivariate analysis of variance and the results showed a significant difference between the two groups patience, emotional instability, and emotional return. The results show the effectiveness of training optimism is based on Islamic approach in patience and emotional maturity.
The results show the effectiveness of training optimism is based on Islamic approach in patience and emotional maturity.group training, positive thinking based on Islamic approach, emotional maturity and patience.

The population of this meta-analysis were the available related studies done between 1370-1392 in the country, including full-text articles, theses and research projects in the databases and libraries, universities or government agencies. Based on the inclusion exclusion criteria as well as sensitivity analysis, almost 323 effect size from about researches were investigated. The results of the combined effects of gender differences on the effectiveness of cooperative and discussion methods in random model for girls and boys was 0.665 and 0.589, respectively, which were both statistically significant effect sizes. Based on Cohen's criteria, we can say that the effectiveness of these methods for male and female students is average and desirable. Also, the independent t-test results showed that there is no statistically significant difference between the effect size means of boys and girls although the effect size for girls was greater. So, as suggested by the theoretical foundations of these teaching methods, these methods are not limited to a particular ability level or sex but all who are engaged in can benefit from these methods

The role of education in rural development can be summarized in the promotion of cultural knowledge, social, professional and increasing skill. Following that, the promotion optimal efficiency will be achieved.Identifying the types of training methods is necessary for the correct application of it in a variety of education. In this study, factors affecting the use of different methods of training the farmers as well as the role of group and host education were detected. Because according to the cost of the different media and in the absence of the ruling economic constraints, it is important to identify the most appropriate method for each area. In this study, a survey carried out preliminary exploration, then with an emphasis on its findings, basic research was conducted by survey. The study population consisted of 78,000 farmers in 1,400 villages in the Markazi province. Sampling was done with two-stage cluster sampling. Since more than half of the study population are illiterate and low literate, This point must be considered in the selection of suitable promotional methods and the methods used that need less education. Also, because of the distribution of farmers in different agegroups, appropriate methods should be promoted in accordance with the existing theories of adult learning methods elections. However, in most of developing countries farmers education level is low; therefore the government action is necessary to implement technical and educational programs for farmers and enhance the capacity building of farmers by using information communication technologies.

Over the last few decades, group instructional methods have been the focus of many researchers. There are multiple studies on the effects of group instruction that highlighted a demand for a combination of research in this area. The method of the recent study was meta-analysis and the purpose of this study was combination of studies on the effects of group teaching methods (cooperative and discussion) on the learners’ cognitive, emotional and social indicators. The research population consisted of the available related studies which were conducted in Iran between 1370-1392, including full-text articles, theses and research projects in databases and libraries, universities or government agencies. Based on the inclusion and exclusion criteria, as well as sensitivity analysis, almost 323 effect sizes on 172 researches were investigated. The result for the combinational effect size was obtained 0.643 for the random effects model. Findings indicated that these methods have a more effect on social and cognitive outcomes, respectively. The other finding of this study was to determine the effect size for each outcome with separate indicators. It became clear that based on the critical thinking indicator for cognitive outcome, self-esteem indicator for emotional outcome, and citizenship skills indicator for social outcome had the largest effect sizes. The finding of this meta-analysis has an adequate theoretical and empirical support, and they emphasize to review and use these methods in the educational system.

The present study aimed examining the effectiveness of cognitive behavioral group training skills on reducing the fear of speaking in public. The research method was quasi-experimental with pretest. Post-test and control group. The subjects participated in clinical interview based on statistical diagnostic mental disorders (4th version) by a clinical psychologist and implementing pauls self-reporting scale (1996) Concerning self-confidence as a lecturer and Andller’s lecture anxiety of stimulus-response inventory, using purposive sampling method 28 people among B. A. students from Islamic Azad university in Mahdasht were selected as sample size. They were randomly divided into two groups (control and experiment). After 12 sessions training course the post-test was run. The data were analysed through one-way analysis of variance. The results indicated that there was a significant different between the effectiveness of these training on reducing speaking in public anxiety increasing self-Confidence. Thus, it can be concluded in public anxiety in public, cognitive - behavioral group training skills can used.

This research is aimed at investigating the impact of "inclusion" on English language learning in senior high school male blind students. The research was carried out using the whole population (26 students) of blind male students in Tehran senior high schools in academic year of 2001-2002. Six sighted students whose mean scores were within the range of ±1 standard deviation from the mean score of the blind students, were selected out of 30 students. All the subjects (32students) were divided into two experimental (including 6 sighted and 10 blind students) and control (including 16 blind students) groups. The placement of the blind students was done randomly. Two multiple choice tests provided by Ministry of Education were used as data gathering instruments. The instruments contained items of linguistics and writing which were used to assess linguistic skills such as vocabulary, understanding of concepts, sentence structure and writing abilities, respectively. The experimental group received language instructions through team work in an inclusive setting. The data were analyzed using inferential statistics. The results indicated that the current methods of language instruction to the blind are not effective due to the lack of interaction between blind and sighted students. However, the blind students are able to carry on their education in inclusive senior high schools taking advantage of modifying methods and supplementary devices and materials.