فصلنامه فناوری آموزش
سال هشتم شماره 1 (پیاپی 29، زمستان 1393)

This study is an attempt to find the relationship between personality type of the learners and their performance on reading comprehension tests of two structurally different texts, i.e. narrative and cause/effect. To detect the relationship, a researcher-made reading comprehension comprising eight passages of both text structures and the Persian version of the Myers-Briggs Type Indicator were administered to a group of 379 BA English students from different Iranian universities. The collected data were analyzed and the results indicated that the distribution of subjects' scores on both tests were not normal. Therefore, two Kruskal-Wallis tests were run to detect the relationship. The results of the Kruskal-Wallis tests showed no difference between the subjects' performance on both tests. In order to find out if any specific personality type group had performed better on one of the tests, eight paired sample T-tests were run. The results indicated that compared to the cause/effect mean scores, all groups had performed better on the narrative test, but the difference between the mean scores of STJ, SFJ, SFP, and NFP personality groups were significant. Therefore, it was concluded that the inclusion of most of the feeling subjects, who possess certain personality characteristics congruent with narrative textual features, in these four categories has assisted their better performance. Drawing on the results of the study, implications of the results are suggested.

There have been many studies about personality role in students’ studies in recent years. However, these studies do not provide a comprehensive model. In addition, statistical researchers have just attended the relationship between each individual’s personality and his academic performance without considering the impact of people around him on his educationalachievements. In this research, a social simulation has been propounded which shows the impact of an individual’s personality and other people around him in his academic performance using multi-agent systems. Each individual in the simulation has five personality factors which came from the theory of “big five personality”. The simulation is prepared as a tool with a user interface to set parameters and see the result of each simulation. The parameters have been considered by experts to be replaced during the test phase. Data used for simulation was taken with the help of the “big five personality” questionnaire distributed among 35 second-year computer students in Iran University of Science and Technology. Reliability and validity of questions have been previously reviewed by experts. Simulation was executed on the data and the results had been prepared using each student’s personality and adding the friendship links between them. It has been shown that taking into account each student’s friends’ personality can improve the simulation results.

The purpose of this study was to examine teachers’ current and desired knowledge and skills related to curriculum and instruction. The population for the study was 1214 students of agricultural schools in the west of Iran (Hamedan and Kermanshah Provinces). A systematic randomization resulted in a sample of 398 participants from the population. A survey questionnaire was constructed and used to collect data from randomly selected students and were analyzed by SPSS software. Based on the results of the test and Cohen's effect size in comparison t-test with a significance level of 0.05, the agricultural education teachers in three levels - professional skills in order to provide the innovative curriculum and training by a factor of (C.d. =2.00), the use of educational technology in lessons coefficient (C.d. =1.54), scientific methods of assessment and evaluation multiplier effect (C.d. =1.41) are moderate to low.

The aim of this research is recognizing the barriers which exist in implementing and holding the Elearning course in Kurdistan province secondary and high schools. We also try to provide solutions for this barrier to improve the course. To do so and as a descriptive research author uses a qualitative method. The statistical population of this research was 7 managers and 14 teachers who were working in the E-learning schools in the Kurdistan province. To collect the data both semi structure interview and open questionnaires were used for those participants who were not available. For analyzing the data content analysis was used in inductive approach. The results showed that technology and communications, curriculum, administrative and structural and financial barriers are the most important ones. To remove these barriers, it is necessary that the aforementioned centers and the agencies which support them provide the best infrastructures in technology and financial terms. Also, it is necessary for them to evaluate and review the related strategies and programs.

The aim of higher education is granted jurisdiction to the students and increase their learning. In the recent years, experts believe that these aims must pay more attention to sustainable learning in the life. Selecting the suitable evaluation methods for the students, which can access different evaluation aims simultaneously, is the biggest challenge for evaluation. This research considers the different common methods of evaluation and achieving the goals of sustainable learning of the students with the help of these methods. The research is an analytical and descriptive- survey. The statistical society of this research is the students of six majors of humanity in Isfahan University. The students were selected randomly. The research tool was researcher made questionnaire which has been prepared by reviewing the special text and experts view points on a Likert scale. Ensuring the reliability and validity of a questionnaire the data were analyzed by the descriptive and inferential statistic. According to the findings the evaluating method which has been used was inapplicable, compressed, limited and they were highly according to the student’s final exams. There is no place for self and peer assessment. Also finding showed that actions related to the evaluation are not programming on the line with the student sustainable learning and they have not suitable accuracy to measure the learning aims. Measurement method selection according to the learning outcome, especially sustainable learning and making student to have an active role in measurement process are among the suggestions.

The vocational self-concept is part of the overall self-concept and it has more relation with a part of the "self" which has the needs, values, interests, abilities and personality. The aim of this study is to develop a model of emotional intelligence skills and effectiveness of this model on students' vocational self-concept. The research method for developing the model is qualitative and using the conceptualization theory. For finding the effectiveness of the emotional intelligence skill learning model of vocational self-concept we used qualitative method. In this part, according to the goal in applying research and according to the research plan, there are two groups of random selection of pre-test post-test in the experimental plan (experimental and control). The statistical society of this research is all the high school students’ of Ardel city and the text published in emotional intelligence till 1390. The research tool is the professional rating scale (VRS) which has been used for measure vocational self-concept. Then the emotional intelligence skill learning model prepared, and this model was implemented on the experimental group. The results showed that emotional intelligence skill learning on students’ self concept was effective and there is a meaningful difference between these two (p,0.01)

In developed countries, there is a developing global movement for change in the educational structure, the transformation of societies from traditional societies to knowledge-based societies result in the emergence of the use of the new communication environment. Smart school can be considered a learning atmosphere that will make it possible to realize a knowledge-based society. This study examined the impact of smart schools on academic achievement in Lorestan province. The population of this study is comprised of all high school students in Lorestan. The study sample consisted of 208 students that 99 people of them were smart schools' students and 109 people of them were traditional school students. The research tool in the study was the questionnaire which specified the social class with the validity and reliability of 89%. The research method of data collection for the study was causal - or post-hoc comparisons application of research. Smart school and traditional schools students’ GPA, were compared by using T-test in two different major: mathematic and scientific. Results showed that the average GPA of students in smart schools significantly differed from the traditional school grade point average and smart schools had a positive impact on students ' grade point average.