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Volume 2, Issue 30 (3-2015)
The interest on studying Single-Sex and Coeducational Elementary
Schooling has grown significantly among researchers. Despite this, there
has been no research on this topic in Iran till now. The effects of school
type on academic achievement and social desirability which are among
important variables are examined in this research. The research design is
causal-comparative. The population is taken from students in fifth and
sixth grade from the public elementary schools in the academic year
1391/92 in Shahreiar, Tehran, Iran. The total number of the participants is
279 (half on co-ed and others on single-sex), which were selected by
random cluster sampling method. Results showed that the students from
single-sex schools had higher GPA, compared to the students of co-ed
schools. Also, it was statistically significant that the girls had better social
desirability compared to boys.
Volume 2, Issue 31 (2-2016)
The purpose of t the study is to test the model for the explanation of academic achievement based on students' goal orientation and subjective well-being and parents' subjective well-being and goal orientation for the third year high school students. 441 females’ students and their parents were selected by cluster sampling in this correlation study. Students filled the Positive and Negative Affect Schedule, subscale of perceptions of parent's goal orientation and their parents filled the Positive and Negative Affect Schedule Life satisfaction scale. Obtained Data were analyzed by structural equation modeling through Amos software. The results of structural equation modeling show that hypothesized models have an acceptable fit to the data. Results indicate that student's goal orientation and subjective well-being mediate the relationship between academic achievement and parent's goal orientation and subjective well-being. The results indicate a part of difference in academic achievement accounted by the student's subjective well-being and goal orientation and their parent's subjective well-being and goal orientation.
Volume 5, Issue 37 (11-2018)
Academic achievement motivation plays an important role in academic success, so its prediction and improvement is very important. This study investigated the relationship between academic achievement motivation and academic alienation, social support, media usage and demographic variables, and also predicted academic achievement motivation.study was correlational. Its statistical population included all male students of Isfahan university amongst them 96 persons were selected randomly. The instrument of this study included Pirnia academic alienation, Mobarak Bakhshayesh social support, Eliasi media usage, and researcher-made demographic information questionnaire. The results showed that academic achievement motivation has a significant correlation with academic alienation, social support, media usage and socioeconomic status.. The results from stepwise regression analysis showed that academic alienation, media usage, socioeconomic status and these variables altogether explained 17.6%, 8.3%, 4.3% and 30.3% of the variance of academic achievement motivation, respectively. These results indicate that less academic alienation, less media usage and better socioeconomic status can improve students’ academic achievement motivation.
Volume 10, Issue 44 (4-2022)
Objective: The purpose of this study is to identify the factors affecting the prolongation in the years of graduate students’ study and the consequences of this educational phenomenon.
Materials and Methods: The present study was conducted with the aim of identifying the factors affecting the increase in the academic years of postgraduate students and the consequences of this educational phenomenon. In this research, the qualitative method of theme analysis has been used. The statistical population of the study included postgraduate students with additional years of study, their supervisors, department heads and educational assistants of the faculties, from which 33 people were selected using purposive sampling method. In order to collect research data, three tools of interviewing, reviewing documents and reviewing the text of students' applications have been used. In the document review section, the files of the applicants for obtaining years in the Special Cases Commission from 12/15/94 to 3/27/96 were examined in a total number of 3224 cases. In order to analyze the data, after familiarizing with the data, primary codes were created and by searching and recognizing the themes, the network of themes was drawn and analyzed and then its report was compiled and presented in the form of a comprehensive classification. The validity and reliability of the data were checked by the members through the control method. The findings of the interviews identified two categories of extra-systemic and intra-systemic factors, which include a total of 28 causes.
Discussion and Conclusion: Extra-systemic factors in three categories of socio-economic, individual-family factors and extracurricular concerns and intra-systemic factors in four categories of unprofessional behavior of professors, dissertation writing problems, lack of training courses and scientific weakness Students and the weakness of the educational process and system were divided. Also, in reviewing the documents, 18 reasons were identified as the factor of prolonging the years, the most important of which were the executive problems of dissertations and dissertations, their illness and relatives, and the length of the approval process. 19 solutions were identified to improve this phenomenon, which are also presented in three categories: improving the quality of courses and aligning with the dissertation / dissertation, improving the educational and scientific process, and facilitating the dissertation / dissertation process. What is concluded is that the extension of the years of students with disabilities is due to several factors, some of which are at the disposal of the university and some of which are outside the university system and are affected by economic and social issues. From a systemic point of view, by solving these challenges, it is possible to reduce the number of academic years and improve the quality.
Volume 17, Issue 51 (10-2025)
Introduction:
In recent years, flipped learning has been able to continuously open its position as a new and effective educational method in Iran's educational system, and with the emergence of the Corona epidemic, teachers and educational institutions welcomed this style of education, which transformed the traditional method of education. On the other hand, in order to develop and improve self-management skills, it is necessary to have a new and revolutionary view of learning methods.
Due to the importance of covering the needs of learners and their participation in the teaching-learning process, using the digital world and using technology in creative ways, as well as due to the large amount of subject knowledge and little time for teaching in the classroom, should go beyond traditional methods and seek to develop and strengthen students' academic skills, including academic participation and self-management skills. On the one hand, the importance of self-direction and active participation in learning, especially in courses such as mathematics and the inefficiency and weakness of traditional methods in the teaching and learning process, and on the other hand, considering the few studies in the research background, especially in Iran in There is the case of flipped learning and self-directed learning and the factors affecting it, so the question of the current research is how effective is flipped learning on the academic progress and self-directed thinking of sixth grade students in mathematics.
Method:
The current research is a quasi-experimental study that was carried out with the participation of two experimental and control groups in the academic year of 2021-2022. The statistical population of this research was sixth grade female students of district 12 of Tehran. In this study, 60 sixth grade female students participated as a sample, and the students were selected based on the available sampling of Roshan Gar Shahid School in District 12. To carry out this research, students were selected based on the evaluation results of the first semester and basic education. To carry out this research, students were selected based on the evaluation results of the first semester and basic education. The selected students were randomly divided into two experimental groups (30 people) and control group (30 people). First, the questions of the pre-tests were provided to the students, and after the implementation of the test, the teaching program using the flipped learning method was implemented for the experimental group in 8 weeks, and the control group learned the math lesson in the traditional method (lecture, question and answer). After the end of the flipped training course, the post-test questions were given to the experimental group students and then the collected data were analyzed.
Results and Discussion
The results of this research, as shown in the previous chapter, indicated that the flipped teaching method improves the level of self-management of students as well as their academic progress in the sixth-grade mathematics course. The increase in students' self-directedness in the flipped classroom can be justified by the fact that such a learning environment requires students to manage a high degree of self-directedness in order to effectively complete their tasks (Azevedo & Cromley, 2004). In fact, although the students did not have the background of mathematical knowledge about the taught subjects, they find more confidence in doing a mathematical task in the flipped class. This conclusion is in line with previous research and is consistent with its results (Ferla et al., 2009; Rimal, 2001; Song, 2010).
Examining how students learn in a flipped learning environment should be the focus of future flipped classroom studies. Research in this area is important because although the flipped classroom is considered a promising educational approach, a theoretical understanding of how students learn in this environment is still developing. In order to advance the theoretical understanding of the learning process involved in the flipped classroom learning environment, research is needed that empirically examines factors related to academic learning, such as prior knowledge and self-directed factors, and considers the use of learning strategies. The results of this study showed that self-direction can contribute to students' success in the flipped classroom, especially in the flipped math classroom.
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