Studying the Impact of Inputs on the Output of Middle School Education System
M.
Atashak
author
M.
Farmahini-Farahani
author
text
article
2008
per
This research aims at studying the impact of inputs on the output of middle school education system in Iran’s provinces. Hence, first the output of lower secondary level education system in provinces of Iran is calculated on the basis of indicators approved by International Institute for Educational Planning & UNESCO Institute for Statistics. The results showed that provinces Such as Sistan & Balochestan, Khozestan, Khorasan, Kohkiloyeh & Boyerahmad, have the lowest educational output while places such as city of Tehran, Yazd, and Isfahan provinces have the highest educational output. in order to study the factors influencing educational output of middle school education system in all provinces four hypotheses were proposed. The results of running these hypotheses show that there is a significant negative relationship between pupil-teacher ratio and educational output at the level of p < 0.01. And there is a significant positive relationship between pupil-class ratio and educational output at the level of p < 0.05. Thus, the relationship between input and output of middle school education system in provinces of Iran could be formulated as follows:
The middle school Educational output = 86.09-0.65 (i.e. pupil-teacher ratio in middle school) + 0.54 (i.e. pupil-class ratio in middle school)
The aforementioned relation reveals that provided that all the other conditions are the same, one unit of decrease in the pupil-teacher ratio in middle school will lead to 0.65 unit of increase in educational output of middle school. On the contrary, one unit of increase in the pupil-class ratio in lower secondary level will lead to 0.54 unit of increase in educational output of middle school.
Teaching and Learning Research
دانشگاه شاهد
2345-2196
5
v.
2
no.
2008
1
14
https://tlr.shahed.ac.ir/article_2180_179a03e4a575b435ba39982a54951e3f.pdf
A Study of Relationship between Learning Styles, Personality Charac-teristics and Academic Performance
S.
Izadi
author
R.
Mohammadzadeh Edmolaee
author
text
article
2008
per
This paper mainly attempts to investigate the relationship between learning styles, personality characteristics and the academic performance of high school students in the Eastern Bandpay of Babol township. This research is a survey research. Using a multiple stage sampling, 200 students were chosen. Applying Kolb Learning Style Inventory and NEO Five Factor Inventory, the main variables of this survey were assessed. Academic performance was defined by the students’ (grade) average. Using some statistical techniques such as, multiple regression and correlational coefficient, data was analyzed. The findings of this research showed a significant relationship between learning styles and academic performance. The findings also indicate that each type of learning styles has a significant relationship with personal characteristics. Furthermore, the results of multiple regression regarding learning styles and personality traits with academic performance revealed that the best predicator variables for students academic performances among four styles of learning and personality traits were conscientiousness and abstract conceptualization and active experimentation respectively.
Teaching and Learning Research
دانشگاه شاهد
2345-2196
5
v.
2
no.
2008
15
28
https://tlr.shahed.ac.ir/article_2182_69e558a91691f0703ccd2cee9d424ab0.pdf
A Critical Study of the Foundations of the Post-Modern Approach to Education
H.
Saffar Heidari
author
text
article
2008
per
This article studies the foundations of postmodernism in education. The Postmodernism which has affected a wide realm of social sciences, philosophy as well as philosophy of education, is a reaction against the rationalism and absolutism of modern ages. Deconstructionalism, relativism and pragmatism are some leading characteristics of the postmodern philosophical attitude. In realm of epistemology, by rejecting absolute knowledge, postmodernism relates itself to power and capital spheres. Therefore a philosopher of education is interested to find out the relationship between knowledge, teaching, learning and power, capital and other changing cultural phenomena. Definition, historical roots and philosophical foundations of the postmodernism and its criticisms, are other issues that are discussed in this paper.
Teaching and Learning Research
دانشگاه شاهد
2345-2196
5
v.
2
no.
2008
29
38
https://tlr.shahed.ac.ir/article_2183_2046ecaabcae88593caf266e0097e1ea.pdf
The Study and Analysis of the Holly Defense Concepts´ Frequency in Elementary and Middle School Textbooks
M.
Sobhaninejad
author
R.
Jafari Harandi
author
text
article
2008
per
This study is conducted to analyze the occurrence of the Holly Defense Concepts and terms in elementary and middle school textbooks. The analyzed textbooks are reading (Persian), religious teachings, social studies, and history. Five research questions were made and content analysis was used to analyse the answers. The subjects of the study were 24 textbooks published in 2004-2005 academic year. It should be noted that no sampling technique was used. The measurement instrument was a researcher-made content analysis checklist. Findings are the analyzed by descriptive statistics indexes. The most important findings indicate that:
In four analyzed textbooks, (reading, religious teachings, social studies and history) the holly defense concepts are repeated 903 times. The frequency for reading, religious teachings, social studies and history textbooks were 486,181,149 and 86 respectively. Thus, the results indicated that reading textbooks have the highest frequency among holly defense concepts, whereas the history textbooks have the lowest.
The holly defense words and Pharses among fourteen studied concepts were the most frequent, whereas social damage related were the least frequent ones. Creativity, innovation and self–sufficiency were not being addressed at all.
The hierarchy of attention to holly defence concepts in the studied textbooks was as follow: the second grade in middle school, fifth, fourth and third grades in elementary, first and second grades in middle school, and finally first and second grades of elementary.
Second grade of middle school and second grade of elementary have the most and the least of the holly defense concept occurrences respectively.
Teaching and Learning Research
دانشگاه شاهد
2345-2196
5
v.
2
no.
2008
39
54
https://tlr.shahed.ac.ir/article_2185_a7eb837561f6e3bd34514e7ed69ca068.pdf
The Efficiency of Technical and Vocational Education of High School Level Based on Two Indicators of Employment and Persuing Higher-Education in Shahrkord (1375-1380)
M.
Sharif
author
M.
Nikkhah
author
M.A.
Nili
author
text
article
2008
per
Since the experienced and skillful manpower is a determinant for the countries' development, the technical and vocational education is an influential sector in training skillful and since skillful manpower. The importance of the external efficacy of such training is obvious to all policymakers and educational designers therefore, the present study has undertaken the investigation of this significant relationship, taking the graduates' employment rate (the vocational type and working place), as well as, the ratio of the trainees' admission at higher education centers at the technical-vocational training centers as main indicators.
For this analytical- descriptive study, from a total population of 2346 graduates of vocational-technical high schools in Shahrekord during 1375-80, 400 subjects were randomly selected through proportional stratified sampling. The instrument for gathering data was a closed form questionnaire, the content validity of which was assessed and confirmed by some of the academic members of Esfahan University. In addition, the reliability of the questionnaire was 0.77 by Cronbach's Coefficient alpha.
The results indicated that the employment rate was 24.5%, while the rate of graduates' admittance at higher education centers was 55.8%. K2 (x2) showed that although a significant relationship existed between the employment rate and graduation from a vocational technical high school, it is low and some how irrelevant to the field of the study of graduates. However, no significant relationship was observed between admission to higher education centers and being a graduate of vocational-technical high schools. Thus, it can be concluded that more profound studies are required to investigate the necessary changes in different vocational-technical branches at high school, so that in accordance with the need of market, the trainees are graduated and employed based on their related fields of study.
Teaching and Learning Research
دانشگاه شاهد
2345-2196
5
v.
2
no.
2008
55
66
https://tlr.shahed.ac.ir/article_2187_10507f531099d45da59624fc35c023bb.pdf
The Influence of Formative Assess-ment on Educational Achievement of the Fourth Grade Students in Science (1382-83)
Gh.R.
Yadegarzadeh
author
text
article
2008
per
Formative assessment aims at assessing and evaluating the students' educational achievements, determining their learning weaknesses and strengths, identifying the flaws of teacher training methods and improving learning quality. Therefore, the present paper has studied the relationship between formative assessment and the fourth grade students' learning achievements in science, in Hamadan.
This semi-experimental study was carried out heterogeneous groups using a pretest and a post test with two. The statistical population were all fourth graders in Hamadan, during 1383-84, from which six sample classes (three male classes and three female ones were randomly selected for the experimental group and another six classes were chosen as control group. The instrumentation's (Pretest and Post test) reliability was 0.77 and 0.84, respectively. The data were analyzed by mean and standard deviation, independent sample T-test and one-way ANOVA. The results indicate significant difference (with 0.99% confidence) exists between the control and experimental groups. Thus, it can be concluded that the formative assessment is highly influential on the students' educational achievement. Moreover, the experimental groups that underwent constant observation and written tests with verbal and written feedback showed higher mean scores compared to the intact control groups.
Teaching and Learning Research
دانشگاه شاهد
2345-2196
5
v.
2
no.
2008
67
80
https://tlr.shahed.ac.ir/article_2190_da8976a4c010b5315255b0af25da6e24.pdf