دوفصلنامه پژوهش های آموزش و یادگیری
سال یازدهم شماره 2 (پاییز و زمستان 1393)

Since designing and conducting research activities is one of the most important and effective activities in university environment، identification of personal factors interfering in students’ ability to learn and their interest for survey seems to be necessity. This study aims to study the relation between research self-effectiveness and expected outcomes and interest rate for research conduction in higher education students. This research is correlative descriptive one. Statistical population is all of higher education students in Ferdowsi University in 2010-2011 academic year. The sample was 300 students taken by stratified random sampling. Bieschke، Bishop & Garcia’s research self-effectiveness questionnaire، research expected outcomes questionnaire، and Bieschke، Bishop & Garcia’s interest in research (IRQ) questionnaire were applied for data gathering. Findings showed that all variables (research expected outcomes، research self-effectiveness، and interest in research) have mutually significant positive correlation. In addition، regression analysis results indicated that combination of variables such as research expected outcomes، ability to implement initial tasks، ability to analyze، and presentation of results could predict rate of interest in research in students. There was significant difference between different colleges in، research self-effectiveness، and interest in research،، ability to implement initial tasks، ability to analyze، and presentation of results. Also، there was meaningful difference between male and female students in research self-effectiveness in one hand and between M. A. students and Ph. D. students in research self-effectiveness and interest in research on the other hand. According to the findings، it seems to be necessary that university officials and professors create research opportunities by establishing valuable educational environments and guiding the students.

The purpose of this paper was to study existing and desirable status of social educations in secondary school. This was descriptive survey and statistical population included all teachers in secondary schools in Orumiyeh. Survey methodology was census conduction. Structured questionnaire on properties of social educations curriculum in secondary schools was applied in order to study teachers’ view. In addition to questionnaire (main tool)، complementary tool of guideline document to social educations curriculum in secondary schools was used for development of findings. Findings showed that all of teachers believe social educations curriculum dominant approach is discipline-oriented approach and this subject is reflected in all components such as goals، content، methodology، and evaluation. They suggested society-based approach for desirable condition. Comparison between existing and desirable status represented that differences between means are significant in all three value-oriented approaches. According to t-value، teachers do not agree with discipline-oriented approach and suggest student-oriented and society-oriented approach rather than discipline-oriented approach. Considering the nature of this curriculum، they prioritize society-oriented approach to student-oriented one.

The purpose is to survey possibility for design and provide bilingual curriculum (Farsi and Lori) from principals and teachers’ viewpoint in primary schools in Lorestan. This is descriptive survey. Statistical population includes all the principals and teachers of primary schools in Khorramabad، Nourabad، and Koohdasht in 2010-2011 academic year. Sampling was done by simple random sampling method. Sample size was determined as 250 persons through Cochran method. Validated questionnaire (Mousavizadeh et al، 2010) was data gathering tool and number of items reached to 52 after modification and integration. Nominal and content validity was approved after review and revision by professors and experts. Reliability of questionnaire was desirable by Cronbach''s alpha which was equal to 0. 94. Appropriate descriptive and deductive statistical tests (nonparametric test، suitability test، Chi-squared test، Mann–Whitney U test، and Kruskal Wallis test) were used for data analysis. Results showed that primary schools principals and teachers agreed with necessity and opportunity for implementation of bilingual curriculum and their view on of bilingual curriculum was assessed as desirable. Of course، they believe threats in this area and recognize human resource readiness as inappropriate. Finally، they evaluate human resource equipment as relatively desirable which does not have required adequacy.

This paper aims at studying the relation between faculty members’ teaching approaches and students’ learning approaches. This was correlative descriptive survey. Statistical population included all the faculty members and students in University of Sistan and Balouchestan from which 600 persons (170 faculty members and 430 students) were selected by multi-stage sampling. Students’ study techniques and approaches questionnaire (Biggs et al، 2001) with 32 items and teaching approaches questionnaire (Prosser &Trigwell، 2007) with 22 items in five-point Likert Scale were used for data collection. Formal and content validity of questionnaires was approved while their reliability was approved by Cronbach’s alpha، respectively equal to 0. 78 and 0. 84. Data analysis was implemented through calculations of frequency، percentage، mean، standard deviation، correlation coefficient test، independent t-test، and single-way variance analysis. Findings indicated that teaching method for majority of faculty members is teacher-oriented and most of students use strategic learning method followed by deep learning method. Also، it was shown that there is no significant relation between teacher-oriented teaching and student-oriented teaching methods، and students’ deep learning approach while meaningful relation was not observed between student-oriented teaching methods and superficial learning approach. Significant relation was observed between teaching methods of faculty members according to their scientific rank. In addition، there was meaningful relation between student-oriented learning methods according to colleges where faculty members teach in. Female students rather than males، youngsters rather than olds، and unexpectedly، bachelor level students rather than master level ones use strategic and deep learning approach.

The mission for educational systems is defined in flourishing the intelligence and multiple dimensions of audiences’ nature and development of intelligence various aspects is one of the goals which designers of Roshd magazine، as a training tool، should consider. The purpose of this paper is to study the rate of attention paid to development of multiple dimensions of intelligence according to Gardner’s theory in Roshd Magazine. Research domain includes Roshd، Noamouz، Koodak، Daneshamouz، Nojavan، and Javan magazines published in the first three-month period of 2008-2009 academic year. Content analysis was the methodology for this survey. The field scales for this research was page and registry scale was content and picture. Coding was in inductive method and according to nine categories in Gardner’s theory. For validation of coding process، the second coder was used and agreement rate was equal to 0. 73. Findings showed that consideration to all dimensions of intelligence is not the same in Roshd magazine. Existentialism، naturalism، and interpersonal dimensions had respectively most attention while musical and visual-spatial dimensions of intelligence had the least. Also، applying the pictures in Roshd magazine was based on audiences’ thinking model.

The purpose of the current paper was to study feasibility for holding e-learning courses for students with physical disability in retarded student secondary and high schools in Kerman. For this، a conceptual model including 7 components of computer experience as well as content، financial، cultural، environmental، infrastructural، and human resources readiness was provided after review of literature and models suggested in e-learning feasibility study. According to the conceptual model provided and also domestic and foreign questionnaires in the field of e-learning feasibility، research tools were provided for teachers، experts، managers and students. Validity and reliability of these tools were respectively approved by expert’s ideas and Cronbach’s alpha. 21 experts were selected by census while 108 teachers and 118 students were chosen through simple random sampling. The data was analyzed by single-variable t-test method. Findings indicated that only cultural readiness of Education Office for Retarded Students in Kerman was in desirable level while computer experience as well as content، financial، and infrastructural readiness were not desirable. In addition، environmental and human resources readiness in this office was rather desirable.

The purpose of this study was to survey the impact of collaborative learning on development of students’ composition and writing skills and its comparison with classic method. Statistical population was students in 7th grade in Saveh in 2011-2012 academic year from whom 140 students (70 males and 70 females) were selected as the sample by cluster sampling. The required data were provided through experiment-like method using pretest and posttest with control group. Validity and reliability were respectively approved by experts’ idea and Cronbach’s alpha. Descriptive and deductive statistics were applied for data analysis. Results showed that collaborative method reduced errors (caused development) in students’ composition skills rather than classic one. The rates of male and female students’ composition and writing skill development were the same in collaborative method.

The purpose of this study was accreditation and ranking of skill and knowledge components for teachers in order to use communication and information technology from curriculum planners and experts as well as faculty members’ viewpoint in Ministry of Education. This was descriptive survey using attribution analysis. Statistical population included 134 faculty members of educational sciences in state universities of Tehran and 57 experts of curriculum planning office in Ministry of Education in 2012-2013 academic year from whom 101 faculty members and 52 experts were selected through stratified random sampling using Krejcie and Morgan table. Data gathering tool was structured questionnaire for faculty members and export (jointly). Using Cronbach’s alpha، reliability of questionnaires were respectively 0. 96 and 0. 92 from viewpoints of faculty members and experts. Findings indicates that from faculty members and experts’ viewpoint، technical knowledge of communication and information technology in curriculum valuation and students’ academic success was the most important skill and knowledge component for teachers in order to use communication and information technology while technical knowledge of communication and information technology in design and provision of curriculums was the least important one. Also، findings showed significant difference in importance sequence of skills and knowledge items from faculty members and experts’ viewpoint.