academic achievement

 This research aimed to investigate the impact of the educational management model on the attitudes and academic achievement of student teachers in primary education. 

This study employed a quasi-experimental design with a pre-test and post-test, including a control group, to examine the changes in attitudes and academic performance of student teachers. Quantitative data were collected using attitude and academic achievement questionnaires and analyzed using ANCOVA (Analysis of Covariance). Qualitative data were gathered through semi-structured interviews with student teachers and primary education professors. The study sample comprised student teachers from the Primary Education program at the University of Teacher Education, Kerman (Shahid Bahonar Campus). One class was purposively selected from six active classes in the first semester of 2023-2024. The educational management model was implemented with this group.

The results revealed that the educational management model led to a significant positive change in the attitudes and academic achievement of student teachers. The ANCOVA analysis showed a significant effect for the teaching method (F = 19.87, p < 0.001), with the experimental group demonstrating significant improvements in both attitude and academic performance compared to the control group. Additionally, qualitative findings indicated an increase in motivation and satisfaction among the student teachers concerning the teaching process and the use of active teaching methods.

This study confirms the positive and significant impact of the educational management model on the attitudes and academic achievement of student teachers. The findings suggest that the model can be effectively implemented to improve student teachers' educational experiences. Based on the results, recommendations for better implementation of the educational management model in educational settings are provided.

This research aims to predict the academic achievement of students at the University of Applied Sciences and Technology in Qom province based on their attitude towards their field of study, future career, and labor market needs. This descriptive-survey research employs a correlational method. The statistical population consisted of 2500 students from applied science education centers in Qom. A sample of 175 students was determined using GPower software and selected through simple random sampling. The research tools included two standard questionnaires, and students’ GPA was used as an indicator of academic achievement. Data analysis was conducted using Pearson’s correlation test and multiple regression analysis. The findings revealed a significant model (adjusted R² = 0.055, p < 0.05, F = 6.078), explaining 5.5% of the variance. Labor market needs were not reported as a significant predictor. Furthermore, a negative and significant relationship was found between attitude towards the field of study and future career, and academic achievement.

The objective of the present research was to examine the impact of the use of social networks, source control, and academic skills on the academic achievement of students after the COVID-19 pandemic. This research was descriptive and employed a correlational method. The statistical population consisted of the students of Islamic Azad University, Qom Branch, in the academic year 1402–1403. Sampling was conducted using a voluntary method, and 90 students of Islamic Azad University, Qom Branch, responded to the questionnaires on academic skills, source control, and social networks. The students’ grade point average was adopted as the indicator of academic achievement. Ultimately, 82 respondents were analyzed using multiple regression analysis. The reliability of the questionnaires on academic skills, source control, and the use of social networks was evaluated, yielding reliability coefficients of 0.902, 0.765, and 0.884, respectively. In the present study, a significant relationship was observed between academic skills and academic achievement after the COVID-19 pandemic. Moreover, no significant relationship was found between the use of social networks, source control, and academic achievement. Academic skills exhibited a direct and positive relationship with academic achievement; however, the extent of the use of social networks and source control were not direct predictors of academic achievement. The findings of this research have practical implications for university administrators and educational policymakers. In view of the importance of academic skills in academic achievement, the design and implementation of educational programs to enhance students’ academic skills is imperative

The current research aimed to investigate the effectiveness of the teaching method based on the constructivist approach achievement motivation, academic achievement, and Reading Performance of fifth-grade students in Ahvaz.
 
The current research design is a semi-experimental type of pre-test-post-test-follow-up with experimental and control groups. The statistical population of the research includes all fifth-grade male students of Ahvaz city in the academic year of 1402-1403, who were selected through the multi-stage cluster sampling method of two classes (25 people in each class) and were randomly assigned to two experimental and control groups. The research tools included Hermans's (1970) achievement motivation questionnaire, Pham and Taylor's (1999) academic achievement questionnaire, and Karami Nouri and Moradi's (2007) standard test of reading performance and dyslexia, the number of sessions and teaching topics were the same in both classes and only in the teaching method that has been applied has been different. In the first group, the teaching method was based on constructivism, and in the second group, the lecture method was implemented. In this research, to test the hypotheses, repeated measures variance analysis has been used.
The results showed that the constructivist teaching method is effective in improving students' achievement motivation, academic achievement, and reading performance.
 
The teaching method that follows the constructivist approach is effective in motivating students and enhancing their academic achievement and reading performance. It is recommended that teacher training courses incorporate the constructivist approach. However, one limitation of this research was that some teachers demonstrated resistance to new teaching methods, as they were accustomed to traditional approaches.

The present research was conducted with the aim of developing a structural model for predicting academic progress based on executive functions, creative thinking, and academic enthusiasm, with the mediation of the emotional atmosphere of the family. The method used in this research is a correlation and structural equation model. The statistical population of the research included all students of the second secondary school in Brojen, Iran, in 2023-2024, of whom a sample of 200 was selected via random cluster sampling. The results showed that the hypothesized model has a good fit and the variables of emotional atmosphere of the family, executive functions, creative thinking, and academic enthusiasm have a positive and significant correlation with the variable of academic achievement. Therefore, as the emotional atmosphere of the family, executive functions, creative thinking and academic enthusiasm among students improve, the level of academic progress is also improved.

Today, students' academic progress has been considered an important indicator for evaluating educational systems. On the other hand, the impact of intelligence on learning cannot be easily ignored. The present study was conducted to investigate the effect of logical-mathematical intelligence training on academic competence and academic achievement in sixth grade.

This research was applied with a pre-test-post-test design with a control group. The statistical population of this research included all sixth grade students in Khanemberza city in Chaharmahal Bakhtiari province, which numbered 360. 30 students, including 15 in the experimental group and 15 in the control group, were selected as samples using the convenience sampling method. The data collection tool included two questionnaires: Pham and Taylor's (1990) academic achievement questionnaire and Yeperna and Elliot's (1999) academic competency questionnaire. Descriptive statistics (mean and standard deviation) and inferential statistics (covariance analysis) and SPSS software were used to analyze the data.

The results showed that training logical-mathematical intelligence had a significant effect on academic competence and the components of reading aptitude, mathematics, critical thinking, interpersonal skills, and engagement in class, academic motivation, and study skills. Also, training logical-mathematical intelligence had a significant positive effect on the academic achievement of elementary school students and increased it.

Training logical-mathematical intelligence in elementary school has a significant and positive effect on academic competence and academic achievement.

The purpose of the present study was to impact the components of critical approach on academic achievement of the fourth grade female students in Tehran.

The present research method is causal-comparative. The statistical population of all female students was the fourth grade elementary school in Tehran, with a total of 5,000. The research sample was selected based on the multi -stage cluster sampling method. The sample size of the research was determined by 381 people based on the Karaji Morgan table. The tool used in the present study was the California Critical Skills Skills Test and the Testing Examination Test of Science. Research data were analyzed using dependent T test and variance analysis.

Research Findings showed that critical thinking components (analysis, inference, evaluation, deductive reasoning and inductive reasoning have a significant positive effect on the academic achievement of student science at 95 % reliability.

The results show that the coefficients of critical thinking are positive, in fact indicate that by increasing them, the academic achievement of empirical sciences also increases. Using the formulas and methods of critical thinking, learners are learning that the power of reasoning and the power of avoidance enhances the extent of a problem, which is due to the cognitive development of individuals. In other words, by using critical thinking, one gradually increases the power of understanding.

The purpose of this study was to investigate the effectiveness of mathematics education based on multiple solution tasks in the development of creative thinking and mathematics achievement for secondary school students. The research method was quasi-experimental with pre-test and post-test with the control group. The statistical population included 40 first-year high school students trained in multiple solution tasks in Bandar Abbas city. They were randomly assigned to the experimental and control groups equally. The research instruments were the Academic Achievement and Mathematics diagnostic test and the Creativity Questionnaire. After the pre-test, the research tool was performed on both groups (experiment and control), then the independent variable (training package of multiple solution tasks) was performed on the experimental group in 8 sessions of 45 minutes, the control group did not receive any training. Then, in the post-test stage, the research tool was performed again on both groups. For data analysis, means comparison test and intergroup analysis of covariance test were used. The results showed that there was a significant difference between the post-test and pre-test scores of the experimental group compared to the control group. While confirming the main hypothesis of the research, the results revealed that mathematics education based on multiple solution tasks had an effect on students' creativity and mathematics achievement.

The aim of the present study was to investigate the effectiveness of multimedia educational interventions on the learning of students with special needs. The research method was a systematic review, and the statistical population included all internal researches that was searched using the keywords of multimedia education, academic achievement and children with special needs, handicap and disability in the databases of the comprehensive portal of humanities, Scientific Information Database (SID), Noor specialized magazines, Iranian Research Institute for Information Science and Technology (IranDoc), and Iran's Publications Information Bank during the years 2011 to 2023. 384 studies were selected by the purposive sampling method, of which 11 studies were acceptable in terms of methodology and entry criteria. All studies were analyzed based on PRISMA guidelines. The findings showed that most of the researches are related to the years 2014 and 2023. Also, the cities of Arak and Tehran had the most researches. In addition, among multimedia educational interventions, the interventions related to dictation (4 studies) and mathematics (3 studies) had the largest share in the course content, and the group of students with specific learning disorders (5 research) and the group of students with intellectual disability (3 researches) had the largest contribution among the statistical samples. The results indicated the importance of multimedia presentation of educational content on improving learning and, as a result, promoting the motivation to progress in students with special needs, therefore, multimedia educational interventions, by activating the various senses of these students during education, lead to their deeper learning and longer memory. Therefore, it can be placed at the top of the planning of researchers and therapists in this field.

The present study aims to provide a model of academic engagement based on self-regulation and ‎achievement motivation‏ ‏with the mediation of academic ethics: the role of modulating academic ‎achievement in students. The research method was a description of correlation and structural ‎equations. The statistical population consisted of female students of the second year of secondary ‎school in Ahvaz city in 2021-2022, 358 of whom were selected by stratified random sampling ‎method. Data collection tools using questionnaires (Boufard's self-regulation, 1995), (Hermans' ‎achievement motivation‏ ‏‎, 1970), (Rio's academic engagement‏ ‏‎, 2013) and Gol Paror's (2019) ‎academic ethics. , done. Data were analyzed in SPSS version 26 and AMOS software. The findings ‎showed that all the direct and indirect paths of self-regulation and achievement motivation to ‎academic engagement (P<0.05) were significant. Also, the findings showed that the moderate ‎moderating role of academic achivement in self-regulation and‏ ‏achievement motivation‏ ‏was not ‎significant to academic engagement (P<0.05), but academic ethics was significant to academic ‎engagement (P<0.05). Was. According to the results of the findings, academic ethics can play a ‎mediating role in the correlation between self-regulation and achievement motivation‏ ‏with academic ‎engagement and average academic achievement, a moderating role in academic ethics to academic ‎engagement.‎

The purpose of this study was to evaluate how the Understanding by Design (UbD) curriculum affected the science achievement and problem-solving perception of sixth-grade students in science. The study took place in Shabestar city during the fall semester of the 2023-2024 academic year and involved 60 students who were randomly assigned to either an experimental group or a control group, with 30 students in each group. The students had similar scores on a pre-test of science knowledge. The data collection instruments were a teacher-made achievement test and a problem-solving perception questionnaire was designed by Heppner and Petersen (1982) using a 5-point Likert scale. The instruments had a split-half reliability coefficient of 87% and a Cronbach’s alpha of 85%, respectively. The experimental group received instruction using the UbD curriculum, while the control group followed the traditional curriculum. To analyze the collected data, descriptive statistics such as frequency distribution tables, minimum, maximum, mean, and standard deviation and inferential statistics such as univariate analysis of covariance) with SPSS 25 software were used.The results showed that the UbD curriculum significantly increased the students’ science achievement and problem-solving perception compared to the traditional curriculum. These findings indicate that the UbD curriculum is a more effective and engaging way of teaching science to sixth-grade students, as it fosters their understanding of the subject matter and their problem-solving perception. This study contributes to the growing body of evidence that supports the use of backward design and authentic assessment in science education.

This study aims to compare the effectiveness of two educational approaches: brain-based learning and self-regulation strategies, on the academic achievement of students with specific learning disabilities. The current research was conducted using a quasi-experimental method with a pre-test and post-test design and a control group. The statistical population consisted of elementary school students with specific learning disabilities who were randomly assigned to three groups (brain-based learning, self-regulation strategies, and control group). Data collection instruments included questionnaires and standardized academic achievement tests. The findings indicated that both educational interventions significantly improved the academic achievement of students with learning disabilities. The results suggest that both learning approaches can serve as effective tools for enhancing the academic and cognitive capabilities of students with specific learning disabilities. The combination of these two approaches could provide a comprehensive framework for improving learning and cognitive development in these students and contribute to enhancing the quality of education in contemporary educational systems.

The aim of this research was to examine the relationship between contextual factors and the academic achievement of fourth-grade students, utilizing a mixed-methods approach with Iranian TIMSS 2019 data. The research was applied in nature, and methodologically, it followed a descriptive survey design. The statistical population included all Iranian fourth-grade students, both boys and girls, who participated in the TIMSS 2019 assessment. The sample consisted of 224 schools and a total of 6,010 fourth-grade students (boys and girls), with an average age of 10.2 years, who took part in the TIMSS 2019 study. To collect the necessary data regarding students' academic achievement in mathematics and science, TIMSS 2019 employed the student achievement test booklets and associated questionnaires related to five domains: curriculum, school, teacher, student, and parents. This included five test booklets for mathematics and science and five background questionnaires. The data analysis was conducted using correlation methods and multilevel regression, utilizing R software and the lmeR package. Reliability was assessed through Cronbach’s alpha coefficient. The results showed that the student-level, parent-level, teacher-level, school-level, and curriculum-level variables had a significant relationship with mathematics achievement, and these relationships varied at the school (class) level (P ≤ 0.01). Similarly, the student-level, parent-level, teacher-level, school-level, and curriculum-level variables had a significant relationship with science achievement, and these relationships also varied at the school (class) level (P ≤ 0.01).

The purpose of this research is to investigate the effectiveness of self-monitoring training on the attention and academic progress of students with special learning disorders. The research method was a single-subject type (multiple baselines) with intervention and follow-up. The statistical population of the current study includes all the fourth grade male students with math problems in the 20th district normal school, who were selected by purposive sampling of 4 boys according to the entry criteria. The tools of this research were Jordan's Attention Deficit Disorder Index (JADDI), the Stanford-Binet Intelligence Scale, 5th edition (SB-5) and teacher-made test for evaluating the subjects' math lessons. This study was conducted in three stages: basic, intervention and follow-up. In order to analyze the data, visual analysis and calculation of PND and SMD effectiveness indices were used for the average standard differences. Comparison of the results of three stages showed that self-monitoring training increased the attention and academic progress of all four subjects. Considering the effectiveness of attention self-monitoring training on the attention and academic progress of students with specific learning disorders (math disorder), it can be concluded that primary school teachers should use attention self-monitoring training to improve the attention and academic progress of elementary students with specific learning disorders.

The purpose of this research was to investigate the effectiveness of virtual education of physics concepts (such as temperature and heat) with a cognitive approach on the academic achievement, cognitive levels of learning, and learning strategies of students. It was a quantitative research with quasi-experimental pre-test-post-test design with two control and experimental groups. The research population included all male students in the 10th year of the experimental sciences field in Mashhad normal schools in the academic year 1400-1401. The research sample consisted of 67 students who were selected by multi-stage cluster sampling. To measure academic achievement, a researcher-made test was used, and to measure the cognitive learning strategies, the standard questionnaire of learning motivational strategies (Pentrich and DeGroot,1990) was used. Physics virtual education with a cognitive approach was provided for 8 sessions of 90 minutes for the experimental group, and the control group was subjected to conventional virtual education. To check the reliability of the researcher-made academic achievement test and the standard questionnaire of motivational learning strategies, Cronbach's alpha coefficient was computed as 0.74 and 0.76, respectively. To analyze the data, descriptive statistics, Kolmogorov-Smirnov test, and inferential analysis of covariance were used. The results showed the effectiveness of this educational approach in improving learning, academic achievement and strengthening the learning strategies of students. Based on the findings, it can be said that teaching with a cognitive approach facilitates the formation process of knowledge structure in learners and increases their understanding of educational concepts.

The purpose of the present study was to impact the components of critical approach on academic achievement of the fourth grade female students in Tehran.

The present research method is causal-comparative. The statistical population of all female students was the fourth grade elementary school in Tehran, with a total of 5,000. The research sample was selected based on the multi -stage cluster sampling method. The sample size of the research was determined by 381 people based on the Karaji Morgan table. The tool used in the present study was the California Critical Skills Skills Test and the Testing Examination Test of Science. Research data were analyzed using dependent T test and variance analysis.

Research Findings showed that critical thinking components (analysis, inference, evaluation, deductive reasoning and inductive reasoning have a significant positive effect on the academic achievement of student science at 95 % reliability.

 The results show that the coefficients of critical thinking are positive, in fact indicate that by increasing them, the academic achievement of empirical sciences also increases. Using the formulas and methods of critical thinking, learners are learning that the power of reasoning and the power of avoidance enhances the extent of a problem, which is due to the cognitive development of individuals. In other words, by using critical thinking, one gradually increases the power of understanding.

Student evaluation of professors is one of the common tools of universities to improve the quality of teaching in classrooms. Since in Iran's higher education system, student evaluations are used for annual promotion, contract extension or change of status, and the promotion of professors' scientific rank, the correct analysis and interpretation of the results of these evaluations is of foremost importance. This longitudinal research, which is a panel study, has analyzed the relationship between students' grades and their teacher's evaluation in the following semesters. The statistical population of the research was made up of more than 200,000 pairs of "Student's Final Grade-Teacher's Evaluation Grade" which were obtained from students in the conditions of face-to-face education before the pandemic. After conditioning and sifting the data, the final analysis has been done on the grades-evaluations of 3098 students during four semesters as a research sample. The regression analysis of the random effects model showed that with a one-unit increase in the final grade of the student, his/her evaluation grade of the teacher's teaching in the next semesters increases by about five percent. Additional analyzes showed that the grade can create a special mental attitude in the student, which can affect the student's evaluation of the professor even three semesters later. It seems that university administrators, educational councils, and university admissions boards should revise the guidelines for calculating and interpreting data from student evaluations, taking into account the various consequences of grade inflation at the university level.

Teaching students' positive thinking competences is very useful to strengthen and improve positive communication with themselves, positive communication with others and their life, as well as increasing their self-esteem and academic success. Considering the importance of positive thinking and its broad aspects, including its role in adolescent adaptation, the present study investigated the effectiveness of teaching positive thinking and emotional self-regulation competences on creativity, reducing anxiety and academic achievement in senior high school students in Tehran.                                  The scores of experimental variables were evaluated in pre-test and post-test stages. The statistical population was high school students in Tehran. The statistical sample of this study includes 45 students (15 people in the first group) positive thinking competence, (15 people in the second group) emotional self-regulation competence and 15 people in the control group. For sampling, first, two high schools were selected by convenience sampling method and 45 high school students were randomly selected from the senior high school students and placed in experimental and control groups. The research instruments were Beck Anxiety Inventory (BAI) and Abedi Creativity Questionnaire that were administered to both control and experimental groups before and after providing positive thinking competences training to experimental group.    Descriptive and inferential statistics including mean and standard deviation and analysis of covariance and multivariate repeated measures analysis test were used to analyze the data. The results showed that teaching positive thinking and emotional self-regulation competences has a significant effect on creativity, reducing exam anxiety and academic achievement in students.

The aim of the present study is to use the meta-analysis method to combine the quantitative results of various studies on the relationship between the five-factor model of personality and academic achievement. In order to achieve this goal, in the present study, the findings of 36 quantitative studies were used, from which 167 effect sizes were calculated. The statistical population of this research is all the articles available in SID database, Irandoc, Mogiran. After checking the entry and exit criteria, the selected statistical indicators were analyzed with CMA version 2 software. The analysis of the data from the researches showed that the average effect size of the studied researches is 0.11 for the fixed effects model and 0.12 for the random effects model. . Also, the existing relationships between the components of the five-factor model of personality (extroversion, neuroticism, openness to experience, adaptability, task orientation) with academic progress are 0.11, -0.13, 0.15, 0.18, and 27. 0 was obtained. Due to the heterogeneity of the effect sizes, gender and the type of sample used in the researches were examined as moderating variables. The results showed that the effect size of the relationship between the five-factor model of personality and academic performance in the researches where female subjects were used for the research. It is more than other researches. Also, the effect size of the relationship between these two variables was found to be the same in studies that used students as samples.