علاقه به درس

The efficiency of the education system in any society depends on paying attention to the comprehensive educational programs of all children, including exceptional children, and providing effective education to them. The use of appropriate educational programs can help this group of students to achieve the desired educational goals. The aim of this study was to evaluate the effect of distance learning method on learning, memorizing and interest in math lesson in mentally retard educable female students in the third grade of elementary school in the exceptional school of Amir Ebrahimi Fakhar, Arak, in the academic year of 1397- 98.

This research is an applied research and to achieve the goal, a quasi-experimental method with pre-test and post-test design was used with the control group. Participants in the study were 28 female students with learning disabilities and educable who were learning in the third grade of Arak primary school and were randomly assigned to two experimental and control groups. After the pre-test, the experimental group was trained in mathematics by distance learning method and the control group was trained mathematics by conventional method. The tools used in this study included a math learning and memorizing test and Harter interest in studying questionnaire (2005). Data analysis method The statistical method was descriptive statistics and variance analysis test with repeated measurements and covariance analysis test which were obtained using SPSS software version 22.

The research findings showed that the effect of learning by distance teaching method on the amount of learning, memorizing and interest in mathematics for female students with learning disabilities in Arak city is significant.

Based on the findings of this study, it can be said that if teachers of educable mentally retarded students teach by distance learning methods, they can enhance learning, memorizing and interest in mathematics in mentally retarded students.

The present study was conducted with the aim of investigating The effect of constructivist teaching on interest in lessons, academic vitality and enthusiasm for school. Quantitative research design and research method was a quasi-experimental type with a pre-test and post-test design with a control group. The statistical population of the research includes male elementary school students of Juybar city in the academic year of 2021-2022. 25 people were selected as sample from 6th grade students of the Navaei school.

Sampling method based on selective or alternative method, in which a group of 12 students was selected as an experimental group and another group of 13 students was selected as a control group. In this study, the social studies course book of the sixth grade of primary school in the academic year of 2021-2022 was used, which was taught in 10 one-hour sessions.The intervention in this research was that the experimental group was taught with the constructivist teaching method during ten sessions and the control group was taught with the usual teaching methods such as lectures.The study instrument was three standard questionnaires including interest in lesson belongs to Keller & Sobia (1993), academic engagement for Dehghanizadeh and Hossienchari (2011) and school engagement for Wang (2011). Quantitative data extracted from questionnaires in two sections, descriptive and inferential statistics with SPSS20 software.

The findings of the research showed that teaching in a constructivist way had a significant effect on interest in the lesson (F=19.36). Also, based on the results of the research, teaching in a constructivist way has a significant effect on academic engagement (F=6.14) and school engagement. (F=23.94).

In explaining the findings of the research, it should be acknowledged that the role of the environment and the constructivist teaching method in creating and strengthening interest in lesson, academic engagement and school engagement is significant. What’s that seen a lot in the constructivist teaching method is the interaction and communication between teacher and students. The relationship between students and teachers has a direct effect on their interest in lesson, academic engagement and school engagement and increases their motivation. Therefore, teachers are recommended to address this through the use of active listening techniques, active teaching and learning methods such as constructivism.

The aim of this study was to investigate the effect of multimedia education on interest to the science course and academic performance in the fifth grade elementary school students in Ardakan. The research method was quasi- experimental comparing static groups. In order to investigate the effect of multimedia education on interest in the course and academic performance in the science course, a total of two classes were traditionally provided and two classes were provided with multimedia education. Finally, 66 students in the experimental group and 41 in the control group were examined. The instruments used in the present study included a questionnaire of interest in the course and a researcher- made test of sciences course. The results showed that the multimedia group had significantly better performance than the traditional group. The results also showed that in a class that was trained in multimedia, the interest in the lesson is significantly higher than the traditional class. Therefore, it can be concluded that in order to improve academic performance and increase interest in experimental sciences among students, it is necessary to use multimedia education.

Art education is one of the basic functions of the educational system. However, today, art doesn’t have a proper place in Iranian curricula and art education is not taken seriously. Therefore, the purpose of this study was to investigate the effects of arts education on artistic education approach to interest in arts and love of learning in students. The study population consisted of 44 elementary school male students in Yazd (Iran) and the final sample included 44 students divided into two groups of 22 students who were selected by alternative random sampling. The questionnaires of interest in lesson (CIS) and love of learning were employed to collect the data. The reliabilities of the questionnaires were 0.93 and 0.76 which were calculated based on Cronbach's alpha coefficient. The results also showed that art education with the approach of artistic education increased the interest in art lesson in students and also had a significant effect on their love of learning.