Preschool and Elementary School Children
shabnam najafi; Enayatollah Zamanpour
Abstract
According to evidence and statistics, electronic games are especially popular among students of the Internet generation. The conducted research supports the effective role of electronic games in enriching leisure time and formal teaching and learning environments. Considering the approach of assessment ...
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According to evidence and statistics, electronic games are especially popular among students of the Internet generation. The conducted research supports the effective role of electronic games in enriching leisure time and formal teaching and learning environments. Considering the approach of assessment for and as learning and the more realistic results of stealth assessment, this research aims to determine the effect of gamification with the approach of stealth assessment in evaluating the achievement of secondary school students in the course of experimental sciences and with a pre-test and post-test design with a control group and a quasi-experimental method. The Statistical population includes all second grade male students in Tehran in the academic year 1402-1403. With the purposive sampling method, two schools and two classes were selected as samples, one class as the control group and the other class as the experimental group that received gamification as an independent variable. The data collection instrument is a researcher-made questionnaire of achievement, the validity of which has been verified according to the opinion of experts and the specification table, and its reliability has also been calculated through the Kuder–Richardson method. In order to analyze the data, covariance analysis was used. The findings indicate the effect of gamification in the form of introducing stealth assessment in improving learning and progress in the experimental science course in the experimental group compared to the control group.
Preschool and Elementary School Children
Jafarkhani Fatemeh; darya moghisi
Abstract
Students with special needs include people who have problems and disabilities that affect their learning. The purpose of this article is to introduce educational design based on gamification in hidden classroom assessment as a new approach for teaching students with special needs. Gamification provides ...
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Students with special needs include people who have problems and disabilities that affect their learning. The purpose of this article is to introduce educational design based on gamification in hidden classroom assessment as a new approach for teaching students with special needs. Gamification provides personalized, engaging and accessible learning experiences by incorporating game design elements into learning and assessment activities. The method of this research is descriptive-analytical and the method of collecting information is library. The findings of this research examine the benefits of gamification for stealth classroom assessment, such as customized learning paths and the development of social skills in the teaching and learning process, but also address challenges such as resource allocation, teacher training, cost and design knowledge in detail. It points to. Also, a dynamic model was introduced for the effective design of training and assessment in this direction and strategies were presented for better design of activities. According to the findings, it is expected that stealth assessment based on gamification in special education promises to create an interactive and supportive environment to increase the quality of learning and classroom assessment, provided that appropriate design strategies are used.
Preschool and Elementary School Children
Saeideh Zahed; zahra cheraghi
Abstract
The aim of this study was to investigate the effect of metacognitive prompts and generative activities on monitoring accuracy, regulation accuracy, and performance in students. The research method was quasi-experimental pretest-posttest control group design. The statistical population included all the ...
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The aim of this study was to investigate the effect of metacognitive prompts and generative activities on monitoring accuracy, regulation accuracy, and performance in students. The research method was quasi-experimental pretest-posttest control group design. The statistical population included all the male students of the sixth grade in Tehran. For this purpose, 58 students were assigned into two experimental groups and a control group, randomly. In the pretest, the participants predicted their score in the exam and identified the paragraphs that needed to be restudy, after studying the text. Then, an exam was taken from the text to determine the accuracy of the predictions and performance of the participants. In the post-test, procedure was the same as the pre-test, but different that after studying the text, the first experimental group received meta-cognitive prompts, the second experimental group summarized the text (generative activity), and the control group only studied the text. The results of MANCOVA showed that the scores of monitoring accuracy, regulation accuracy, and performance in the second experimental group (generative activity) were significantly higher than the control group in the post-test (p≤0.05), but there was no significant difference between the experimental groups and between the group receiving metacognitive prompts and the control group in the dependent variables (p>0.05). This finding indicated that providing generative activities appropriate to the specific cues for each type of learning can provide students with an objective feedback on their learning and thereby increase the accuracy of their monitoring, regulation, and performance.
Preschool and Elementary School Children
parinazsadat sajjadian; mansoureh shamsian
Abstract
Currently, bullying in schools is a widespread phenomenon that affects millions of students; Therefore, it is necessary to identify the variables that have a direct and indirect effect on bullying, based on this, the aim of this research is to investigate the mediating role of empathy in the relationship ...
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Currently, bullying in schools is a widespread phenomenon that affects millions of students; Therefore, it is necessary to identify the variables that have a direct and indirect effect on bullying, based on this, the aim of this research is to investigate the mediating role of empathy in the relationship between moral intelligence and social adjustment on the bullying of second year male students of Isfahan primary school. The study method was descriptive-correlational (structural equation model) and the statistical population included male students of the second year of Isfahan primary school in the academic year 2022, using cluster sampling method from the six educational districts of Isfahan, two districts 5 and 3 And then 12 schools (6 schools in each district) were selected from among the boys' schools of the second year of primary school in these two districts, and in total, 320 students were selected as the sample size, taking into account the statistical dropout. The data collection tools in this research were Holt & Spelage‘s Illinois Bullying Scale (2001), Davis Empathy Questionnaire (1983), Sinha & Singh's Children's Social Adaptation Scale (1993) and Kiel & Lennick’s Moral Intelligence Questionnaire (2007). The results showed that moral intelligence does not affect empathy bullying -0.356 (P=0.118); But social compatibility and empathy have a significant effect on bullying -0.074 (P=0.000). Also, the results of the path analysis showed that empathy plays a mediating role in the relationship between moral intelligence and social adjustment on bullying. As a result, school counselors can help prevent bullying and its consequences by teaching empathy to male students.
Preschool and Elementary School Children
Sepideh Behrouzifar
Abstract
The Perls International Test is one of the most reliable tools for measuring reading skills in elementary school students، and the different results of countries in recent years indicate the need to examine the factors affecting student success. This study aimed to systematically analyze the results ...
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The Perls International Test is one of the most reliable tools for measuring reading skills in elementary school students، and the different results of countries in recent years indicate the need to examine the factors affecting student success. This study aimed to systematically analyze the results of studies conducted on educational interventions that are effective in improving reading skills in fourth-grade students. The research design was a systematic review، and the statistical population included all scientific articles published in the Springer، ScienceDirect، Cyberleninka، Normags، and Eric databases over the past decade. Using a targeted search and applying inclusion and exclusion criteria، eligible studies were selected and analyzed based on the type of intervention، research method، statistical population، and reading comprehension indicators. The data collection tool was a checklist of selected studies based on the PRISMA model (Mohr et al.، 2009)، and the data were analyzed using a qualitative content analysis method. The results showed that interventions based on teaching inference strategies، effective teacher-student interaction، and the use of digital learning technologies had the greatest impact on improving reading skills and Perls test results. Also، continuity of intervention، constructivist approach in instructional design، and active student participation were positively related to improving reading comprehension. Based on these findings، the present systematic review can provide practical guidance for teachers، administrators، and educational policymakers in designing programs to promote reading literacy in elementary school by providing empirical evidence.
Zahra Hosseinzadeh Maleki; Zahra Azimiyan Sayar; Mohaddeseh Moradi
Abstract
The early life environment has significant effects on the development through the quality of parent-child interactions in preschool age.The purpose of this research is to investigate the effect of behavioral parenting education on social development, aggression and self-esteem of children aged 3-6 years. ...
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The early life environment has significant effects on the development through the quality of parent-child interactions in preschool age.The purpose of this research is to investigate the effect of behavioral parenting education on social development, aggression and self-esteem of children aged 3-6 years. This quasi–experimental research selected 16 mothers of children aged 3-6 years from Mashhad kindergartens using the convenience sampling method who were randomly assigned to experimental and control groups that the experimental group participated in seven sessions of behavioral parenting intervention. The data were collected using the Wayland social development questionnaire (Doll, 1953), preschool children aggression questionnaire (Vahedy et.al, 2008) and self-esteem questionnaire (Azizi Moghaddam, 2008). Subsequently, the obtained data were analyzed through multivariate and Univariate analysis of covariance. SPSS version 22 software was used to analyze the data. The results showed that behavioral parenting education had an effect on social development, aggression and self-esteem of children aged 3-6 years (p<0.01, F= 56/605). Therefore, behavioral parenting training increases the positive parenting style of parents and it increases children's social and psychological skills.
