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Showing 4 results for Mohammadi
Fatemeh Asadollahi, Mahmood Mehrmohammadi,
Volume 3, Issue 32 (Spring & Summer 2016 2016)
Volume 3, Issue 32 (Spring & Summer 2016 2016)
Abstract
»Basic principles of curriculum and instruction« book by Ralph Tyler is the most challengeable work in the field of curriculum that has been criticized with various groups. Some of them believe it is a plagiarism and others view it’s questions as a basic for curriculum engineering. Exploring divers ideas toward the Rational and reappraise by comparing it and it's revision are two main purposes of the study in order to answer to appraise with writer. So, researcher as a appraiser, comparator and providing alternative has used philosophical inquiry (ampliative criticism) method to clarify goal based curriculum introduced by Tyler. Findings show Tyler Rational present advantages such as, emphasizing on values and individual differences .Educating on reflective teacher and reflective student, accenting on students interesting, coincidently attention on specialized training and public education, Integrating theory and practice, affirming problem solving and disadvantages as, neglecting process based evaluation, unconcern to student participating in learning strategies selection, accenting on prescriptive goals. Consequently, Rational is as a guide line for curriculum development That It’s framework components is either rigorous or flexible.
Dr Mehdi Mohammadi, Dr Fahimeh Keshavarzi, Dr Reza Naseri Jahromi, Mrs Rahil Naseri Jahromi, Mrs Zahra Hesampoor, Mrs Fatemeh Mirghafari, Mrs Shima Ebrahimi,
Volume 7, Issue 40 (3-2020)
Volume 7, Issue 40 (3-2020)
Abstract
Following the outbreak of the coronavirus, the closure of schools and the need to continued education in the school coerces, teachers were forced to provide training on social networks. The main purpose of the present study was to understand the lived experience of parents of first course of elementary school students in the challenges of virtual education in social networks due to the Outbreak of coronavirus, which was implemented using phenomenological methods. The data collection method was to use a semi-structured interview questionnaire. Accordingly, with a targeted sampling approach and standard method, parents whose children have used virtual education on social media for at least a month were selected, and 16 people were finally interviewed based on theoretical saturation.
Interview analysis was performed using a cleavage model and thematic analysis method. After extracting and categorizing the topic, the advantages and disadvantages of virtual education in social networks in five educational categories (advantages: preventing academic backwardness and creating opportunities for creativity; Disadvantages: unwillingness to complete class assignments and reduction of adherence to class discipline regulations), Social (advantages: student freedom of action and greater parental supervision; Disadvantages: Elimination of group activity and laziness and distraction of students), cultural (advantages: entering virtual education into the education system and creating new experiences; Disadvantages: eliminating the charisma of teacher presence and fatigue and boredom of some parents), Economic (advantages : reducing travel costs and saving travel time; disadvantages: time for additional training and the cost of providing the necessary hardware) and technical (improving media literacy of parents as good; disadvantages: lack of visual appeal of videos and Lack of mastery of information technology ) were classified. In addition to the disadvantages mentioned by parents, it is necessary to design a coherent and effective infrastructure for providing virtual education
Fariba Khoshbakht, Mehdi Mohammadi, Phd Reza Naseri Jahromi, Fateme Mirghafari, Maryam Safari, Faezeh Roosta, Solmaz Khademi,
Volume 8, Issue 42 (3-2021)
Volume 8, Issue 42 (3-2021)
Abstract
Due to the outbreak of coronavirus, the majority of students in more than 150 countries faced school closures in their home country, which caused parents to face unforeseen circumstances and change the type of education of their children. The purpose of this study was to assess the health-oriented attitude of elementary school parents towards the reopening of schools in the Corona crisis. This is a descriptive study that was conducted by survey method. The statistical population included all parents of Elementary school students in Shiraz. 195 parents were selected using cluster sampling. The data collection tool was the Oakfield Educational Complex Questionnaire. Data was analyzed using one-sample tests by Will Coxon and Friedman. Parents have a negative attitude towards their children's participation in face-to-face classes, but a positive one towards the possibility of supporting their children's education, ensuring the health and safety of their children and school staff and forcing their children to wear masks while unable to keep social distance from each other. Finally, parents tend to have Distant education for their children, with the goal of keeping them healthy and protecting them from corona disease. They do not even agree with the Method of virtual and non-virtual education or the division of students into small groups and their Presence on different days in the classroom.
Mr Jasem Golabifar, Dr Yaser Mohammadi,
Volume 16, Issue 50 (3-2025)
Volume 16, Issue 50 (3-2025)
Abstract
Introduction
In contemporary educational contexts, the pervasive decline in academic and research motivation among students stands out as a significant challenge within the education systems of many nations, Iran included (Azad et al., 2017). The issue of waning academic motivation among students transcends individual concerns to become a fundamental societal dilemma, with far-reaching implications for the broader community (Ghaffari, 2016). Moreover, the diminishing academic motivation in students can lead to substantial costs on both personal and societal levels (Davarinia et al., 2019). The erosion of educational motivation denotes a decline in student performance from a satisfactory standard to an unsatisfactory level (Ahmadi et al., 2023). Within the realm of agricultural education, particularly among postgraduate students, the decrease in academic motivation is exacerbated by a lack of understanding of the nature and objectives of agricultural discipline s, potentially compromising their future efficacy (Watankhah et al., 2013). Various factors contribute to the phenomenon of declining academic motivation among graduate students in agricultural studies, encompassing the quality of the learning environment, the chosen field of study, the economic circumstances of the students, and notably, their career prospects and employability (Farimani & Tashari, 2017). Consequently, this study endeavors to delve into the underlying reasons behind the diminishing academic and research motivation among postgraduate students.
Method
Aligned with the research objectives, this study adopts an exploratory research design within a qualitative paradigm, employing an inductive approach. To elucidate the underlying reasons behind the decline in academic motivation and research engagement among postgraduate students, the qualitative method of grounded theory was employed. The research population comprised the key stakeholders, namely graduate students specializing in agricultural studies. Data collection was facilitated through semi-structured interviews, conducted in person with a cohort of 35 graduate students in the field of agriculture, with each interview spanning approximately 45 minutes.
Results and Discussion
Following the completion of the open coding phase and the extraction of concepts from the raw data, the study progressed to the axial coding stage. Through focused discussions in target population focus groups and the synthesis of concepts derived from open coding, the central coding phase identified six key factors (infrastructural, educational, psychological, economic, social, managerial) contributing to the decline in academic and research motivation among graduate students in the agricultural domain.
Subsequently, a hypothetical model was constructed to delineate the intricate relationships among the identified factors and their impact on academic motivation among graduate students in agriculture. Causal conditions were categorized into two primary classes: infrastructural barriers (e.g., inadequate laboratory facilities) and educational hindrances (e.g., ineffective teacher-student interactions, unsupportive university policies, lack of motivational educational environments). Each of these classes further encompassed several subclasses.
The psychological factor emerged as a pivotal class, comprising six distinct subclasses including uncertainties about the future, dissatisfaction with current circumstances, lack of recognition and direction, unfavorable physical and mental conditions, and interpersonal conflicts. Positioned at the core of the model, the psychological factor influenced and was influenced by other identified classes.
The economic factor, another influential class, was subdivided into categories such as macroeconomic instability, insufficient financial support for students, and students' precarious financial situations. Social issues constituted an intervening condition, encompassing subcategories like societal unrest, diminishing societal value of science, discrimination, and health crises.
In light of the findings from a qualitative study investigating the underlying causes of declining academic and research motivation among graduate students in agriculture, and drawing upon existing theories of academic and research motivation, we propose a new theoretical framework termed the "Theory of Multiple Factors Interaction". This framework posits that the interplay between infrastructural, educational, psychological, economic, social, and managerial factors significantly influences students' motivation in both academic and research contexts.
Strategies to address these challenges were encapsulated in the management class, highlighting deficiencies in educational system management and the scarcity of entrepreneurial initiatives within universities. Neglecting these strategies could lead to adverse outcomes, including students' disillusionment with their career prospects, decreased research productivity, and waning interest in pursuing postgraduate studies.
To mitigate these challenges and bolster academic motivation, recommendations were put forth, including enhancing awareness of contributing factors, providing incentives to encourage students' educational pursuits, enhancing the efficacy of university counseling services, and organizing seminars and workshops focused on enhancing academic motivation.
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