نشریه مسائل کاربردی تعلیم و تربیت اسلامی
سال ششم شماره 20 (پاییز 1400)

This study aimed to analyze the content of the different kinds of games and gamifications in the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks to order to make use of creative methods in teaching and create the dynamism and motivation in the learners.

The method of the study was applied research in terms of purpose and a quantitative content analysis in terms of research approach. The statistical population of the study included the content of the Amozesh Qur’an (Qur’an Teaching) and Hadiye Asemani textbooks, reprinted in 2021, in the primary schools, as well as the official content of the software for the student education network (SHAD) in the academic year 2021-2022. The sample of the study was equal to the statistical population and the census method was used. The study recording unit included all types of the textbooks content and instructional videos (exercises, text, and image query). The collected data were analyzed using descriptive statistics (frequency and percentage). A checklist was used to count the components of the game and gamification. Its validity was confirmed by the experts. The Holsti’s formula was used so as to ensure the reliability of the tool for measuring the content of the textbooks and videos, and the agreement percentages of 89.74% and 82.35% were obtained, respectively. The descriptive statistics and Shannon’s entropy was used to analyze the data.

The findings showed that the Hadiye Asemani textbooks with 100 frequencies related to the components of the game (85.45%) compared to the Amozesh Qur’an textbooks had paid more attention to the components of the game. The findings of reviewing and comparing the lessons in the Amozesh Qur’an and Hadiye Asemani textbooks on SHAD showed that the lessons of the Hadiye Asemani textbooks on SHAD with 102 frequencies (84.28%) had paid more attention to the components of the game, but had not considered the components of the gamification. The findings of Shannon’s entropy also showed that the component of an entertaining game in the Hadiye Asemani textbooks had the highest Coefficient of Importance (wj), (1.47) and the component of dramatic game in the Amozesh Qur’an text books in the primary schools had the highest Coefficient of Importance (wj), (0.34). Furthermore, the entertaining game component on SHAD for the Hadiye Asemani textbooks has the highest Coefficient of Importance (wj), (0.30) and the entertaining game component has the highest Coefficient of Importance (wj), (0.51).

Therefore, it can generally be concluded that the educational content for game and gamification has not paid attention to all dimensions and components, and, has played a very poor role especially in the content for gamification.

The present study aims to analyze the male-students’ premarital sex and to identify the drivers and challenges of observing chastity.

This applied research was conducted through a qualitative approach and with a phenomenological method. The statistical population was the male-students of Ferdowsi University in Mashhad, and 48 undergraduates of them were interviewed in a semi-structured way with a purposeful sampling method "with maximum diversity" and analyzed using the three-step coding method of Strauss and Corbin.

The expressions expressed by the participants were classified into 858 concepts, 62 categories, and 14 themes. Examining the lived experiences of the students, the findings of study, with some negligence, were divided into three parts: the reasons why they enter into an illegitimate relationship, the reasons why they leave an illegitimate relationship, and the reasons why they avoid an illegitimate relationship. The themes inferred in the first part include the religion of permissiveness, the decline of indigenous identity, the domination of sexual desires, psychological issues, the stimulating social media context, self-deception, and the unattainable dream of marriage, and the themes of the second part include orienting to spirituality, being zealous, and thinking about the consequences. The harmfulness of an illegitimate relationship, satisfaction of sexual desires through other ways, the lack of conditions for an illegitimate relationship, and the choice of chastity include the four themes of the third part. .

The most important challenges of observing chastity, and the factors of entering into an illegitimate relationship (i.e. the barriers of chastity) are: ‘the sexual desire’, ‘the impossibility of its legitimate satisfaction, ‘the permissible and highbrow spirit’ and ‘the social and media stimulating atmosphere’; the main drivers of chastity in the this statistical population were faith, ‘still awake’ moral conscience, religious-moral family atmosphere, and social control.

This study investigates the effective factors on academic motivation and its level in the first-level male students in the Mashad Howzeh (Seminary).

The methodology of the research is a descriptive survey one, and its statistical population included all the first level male students at Mashhad Howzeh, who were studying in the academic year 2019-2020, and their schools teachers and officials. Among this statistical population, 139 students from the first to the fifth grade among 5 seminary schools as the sample participated voluntarily. In addition, 12 teachers and officials of these schools were selected as the available sample. ISM Academic Achievement Motivation Questionnaire and semi-structured interviews with the teachers, principals and officials at the Mashhad Howzeh (Seminary) were used to collect data. One-sample T-Test, Friedman Ranking Test, and Analysis of Variance were used to analyze the data.

The findings showed that 6.5% of students had low motivation, 88.5% had moderate motivation, and 5% had high motivation. Among the components of academic motivation, the average of the tendency to work and study, tendency to progress, purposefulness, self-esteem, self-reliance, spiritual rewards and social cooperation was desirable.

Furthermore, the findings of the interviews with the schools officials and teachers of these students showed that the most important factors in reducing motivation are the lack of awareness of goal and the career future, the large volume of courses and, in some cases, disproportionate ones, and choosing an unmotivated and inappropriate friend. From the their teachers’ point of view, presenting the courses in a practical way, developing personality in the students and giving them dignity, having an appropriate role model, and paying attention to the spiritual affairs and recourse (tawassul ) are the most important factors in increasing students’ motivation.

This study was conducted to identify the components of educational-behavioral evaluation of teachers and teachers of Islamic schools in Tollou.

The present study is an applied research that has been done qualitatively. The statistical population of the study was all experts, including theoretical experts in the field of educational-behavioral evaluation of teachers and experimental experts in the field of educational-behavioral evaluation of Tollou Islamic school teachers who were selected by purposive sampling. The research tool was a semi-structured interview. The sample members in this study, after interviewing 10 people, obtained theoretical saturation in the answers. Thematic coding method was used to analyze the data.

Based on the results of effective components related to educational-behavioral evaluation of teachers and teachers of Islamic schools in Tolo, 69 components were extracted :::as char:::acteristics: moral and personality, specialized characteristics, teaching skills, educational evaluation, psychological action and classroom management. 19 strategies were also extracted and divided into educational strategies and behavioral strategies. 

Based on the results of interviews and theories, we found that one of the important consequences of identifying the components of educational-behavioral evaluation of teachers and teachers of educational innovation is control, monitoring and evaluation.

The present study aims to investigate the mediating role of organizational image in the relationship between organizational identity and academic optimism in Islamic schools in Tehran.

The study is applied in terms of purpose and descriptive and correlational in terms of method. The statistical population includes all of 270 teachers of Islamic primary schools in Tehran. The sample size was 159 using Krejcie and Morgan (1970) table. Simple random sampling method was used to select the statistical sample. In order to collect the data and information required in this study, the Academic Optimism Questionnaire of Beard, (and Hoy, and Woolfolk Hoy, 2010), the Organizational Identification Questionnaire of Mael and Ashforth (1992) and the researcher-made organizational image questionnaire were used. The reliability of them was 0.85, 0.81 and 0.79, respectively. Pearson correlation coefficient and structural equation modeling were used to analyze the data.

The Findings showed that there was a relationship between organizational identity and academic optimism, between organizational identity and organizational image, and between organizational image and academic optimism. Furthermore, the findings showed that there was a relationship between organizational identity by the mediating role of organizational image, and academic optimism.

Academic optimism is one of the signs of success in schools, and what will improve this important component in Islamic schools is paying attention to the organizational identity and organizational image of Islamic schools. The beneficiaries’ improper understanding of the organizational identity and organizational image of Islamic schools and its capacities will affect the quality of education and the overall performance of these schools.

this study aims to analyze Psycho—social manifestations of virtuous ihsan (goodness) to ‘others’ in the Fundamental Reform Documents of Education.

the research method of the study is qualitative. The study population is the reform documents of education, such as the theoretical foundations of the Fundamental Reform Document of Education (2011) and the Fundamental Reform Document of Education (2011).
First, the statements concerning the interaction of human with others were extracted, categorized, coded and analyzed through the study of the theoretical foundations, and the studied documents.

According to the findings in the Reform Documents of Education, the psychological manifestations of Iḥsān (goodness) in the positive aspect with the main components (physical aspect with one sub-component, and psychological aspect with 8 sub-components) were considered. The components of the different physical aspects were concentrated on improving the physical health of others, and, in studying the mental aspects, on improving the communicative, cognitive, social, economic, moral, political, cultural and economic aspects of others. In studying the negative aspect, the virtuous Iḥsān (goodness) relating to others with one main component in the psychological field and 5 sub-components in the personality, and moral, social, political and economic fields in the Fundamental Reform Documents of Education were considered.

According to the findings of this study, it was necessary for the education system to take serious steps in order to realize the virtuous positive psychological components, and to distance itself from the negative components in the fundamental sectors of education.