Special Issue II

The Relationship between Language Proficiency and VARK Learning Styles Among Iranian EFL Learners

Hooria Safa Isini and Vahid Ghahraman

Abstract This study explored the relationship between Iranian EFL learners’ language proficiency level and their learning styles along with their gender and age. In order to fulfill the purpose of this study; first, total number of 337 EFL students in elementary, intermediate, and advanced levels studying in fifteen private language institutes in Bandar Abbas, Iran,  took the VARK Learning Style Questionnaire to identify their tendencies in sensory types of learning styles such as visual, auditory, read/write, and kinesthetic. Second, the students answered Nelson English Language Tests which measured their English proficiency levels. In order to find out the relationship among variables, a number of chi-square tests and correlational analyses were conducted. The findings of this quantitative study showed that there was not any significant relationship between language proficiency and VARK learning styles.It was further revealed that matching teaching styles to EFL learners’ learning styles may influence the EFL learners’ academic success positively. This awareness can help learners achieve higher levels of achievement more than learners who have no such information about their learning styles.

Keywords: language proficiency, learning style, VARK learning styles, visual learners, auditory learners, read/write learners, kinesthetic learners

Full-Text-2016-S2-111-121

Evaluating the Effectiveness of Teaching Thinking and Research Course on Learning and Scholarship Spirit of Students in the Sixth Grade of Elementary Schools

Mahbobe Jafari and Zohreh Saadatmand

Abstract The aim of this study was to evaluate the effectiveness of teaching Thinking and Research course on learning and scholarship spirit of students in the sixth grade of elementary school in District 6 in Isfahan. The study is quasi-experimental. The statistical population of the study consisted of all students in the sixth grade of elementary schools in District 6 in Isfahan. The sample consisted of 40 patients determined through multi-stage cluster sampling. The data collection tools in this study are the Learning standard questionnaire of Weitzman (1990) and scholarship spirit Inventory of Farashbandi (2016) with a reliability of 0.82 and 0.85 respectively. One-way and two-way (ANCOVA) analysis of covariance and a two-variable two-way analysis of covariance (ANCOVA) were used to analyze the hypotheses. The results suggest that teaching Thinking and Research course causes the promotion of learning in the experimental group compared with the control group. Teaching Thinking and Research course promotes the scholarship spirit in the experimental group compared with the control group. There was a significant difference between the experimental group and control group according to their gender.

Keywords: teaching Thinking and Research, learning, scholarship spirit, students.

Full-text-2016-S2-122-127

Investigating Obtained Chemistry 3 Curriculum in High School Students in Isfahan

Masoud Abolhasani Zadeand Zohreh Saadatmand

Abstract This study aimed to investigating the obtained chemistry 3 curriculum in high school students in Isfahan in school year of 2015-2016. The method of research was descriptive survey. The study population included all 235 male and female chemistry teachers in Isfahan and based on Cochran formula and using random sampling, a sample size of 145 subjects were selected. In order to collect data, a questionnaire included 60 items in dimensions of (understanding the fundamental concepts of chemistry, applications of chemistry in life and the importance of chemical-industrial processes, adverse effects of some chemicals in daily life, improving thinking skills) was used. The content and face validity t was approved by the supervisor and several of the professors and reliability was estimated be 0.85 through Cronbach’s alpha. The results of the data collection in two levels of descriptive statistics (frequency, percentage, standard deviation, mean) and inferential statistics (t-test, Friedman test, multi-way ANOVA) were analyzed using spss software version 23. The results showed: The realized average obtained chemistry curriculum 2.88, the realized goal of becoming familiar with adverse effects of some chemicals in daily life 2.38, the realized improving thinking skills (cognitive and psychomotor) 2.74 were less than average. The average of understanding fundamental concepts in chemistry from the perspective of chemistry teachers was 3.48 higher than average. The average chemistry application in life and the importance of chemical-industrial processes in science from the perspective of chemistry teachers was 2.91 higher than average. Average ratings showed understanding of the fundamental concepts of chemistry 3.74 had the highest rank and becoming familiar with the adverse effect of some chemicals in daily 1.65 had the lowest rank. The results obtained among the four obtained chemistry 3 curriculum were meaningful at p<0.01, therefore, the research question that a there is a significant difference between the set scores of obtained chemistry 3 curriculum 3 was confirmed. In addition, the results showed that there was no significant differences between the scores of obtained chemistry 3 curriculum based on (working area, teaching experience), but based on (gender and qualification) was significant.

Keywords: Obtained Curriculum, Chemistry, High school

Full-text-2016-S2-128-133

The Role of Mobile Social Networks in the Development of Lifelong Learning Skills

Atefeh Yousefi and Narges Keshtiaray

Abstract The study, overally, aimes to investigate the role of mobile virtual social networks in development of lifelong learning skills of students. The research is a descriptive survey and the studied sample consistes of graduate students of Islamic Azad University, Isfahan; their numbers were 10017. A number of 384 were selected to participate in the study using Morgan table and stratified random sampling method. Data were collected by a researcher-made questioner which content validity was confirmed by professors and experts in the field of Educational Sciences and 0.92 was obtained for its reliability. To analyze the information, the normal distribution of scores firstly was evaluated through Kolomogrov- Smirnov test and according to the normal distribution of scores, then, the suitable parametric statistical tests such as “one-sample t” and “t-test” were used for dihedral variables. The statistical analyzes were performed in SPSS software. The findings suggest that there is a significant relationship between virtual social networks and lifelong learning skills development; as a result, it is suggested to design questions, issues and puzzles to provide areas for virtual social networks in order to enhance problem-solving skills in learners. This possibility can be provided through questions and tournaments in newsgroups or the University’s information channels.

Keywords: virtual social networks, mobile phones, learning, lifelong learning, skills.

Full-text-2016-S2-134-140

Content Analysis of Work and Technology Book Based on the Pattern Plesk Creativity in Eighth Grade of High School

Farzaneh Sharifi Darani and Zohreh Saadatmand

Abstract The aim of this study is evaluate the Content analysis of Work and Technology Book Based on the pattern Plesk creativity eighth grade of high school. The research is descriptive Research statistical society, including books work and Technology eighth grade the first period of formal secondary education in the academic year 2015-2016 has been published. All eight chapters of the book in terms of content, number of questions, acting and image was selected as sample size that Includes modules work with metal, electronics, e-Citizen 1, handicrafts, e-Citizen 2, nurturing and maintenance of animals, administrative, financial affairs and architectural structures. The results showed that the highest frequency component of education Plesk creativity (imagination or strong image) has been noted that the most attention in the second quarter and the lowest attention of the eighth chapter of the book. Results indicated that components of the training pattern Plesk creativity (imagination or strong image), respectively, flexibility, magnification, zoom out, replace and reverse the most attention in the book of work and technology. The highest frequency component of the training pattern creativity Plesk book (Promotion and having the motivation) has been attended. The highest attention is the third and fourth chapters and the least attention to the first and second seasons, the highest frequency component of the training pattern creativity Plesk (implementation or practice) has attention so much attention in the third quarter and the lowest attenuation of the chapters of the first, second, fifth, sixth, seventh and eighth.  The Conclusion that the content of the book of eighth grade, does not comply with the pattern of creativity training Plesk and the development of creativity cannot be successful for learners.

Keywords: Content analysis, Work and Technology Book, pattern Plesk creativity, high school

Full-text-2016-S2-141-147

The Effectiveness of Inductively Teaching math on Improving the Problem-Solving Skill and Creative Thinking in Third Grade Primary School Students

Maryam Johari and Zohreh Saadatmand

Abstract The aim of this study was investigate the effect of inductive thinking pattern on improving students’ problem-solving skills and creative thinking of third grade of primary school in KhomeiniShahr in mathematics course. This study used a quasi-experimental and two groups (experimental and control) plan with pre-test and post-test and the dependent variable was analyzed. Statistical population included all third grade primary school boys of KhomeiniShahr city that was 2478 student in the 2015-2016. Sampling method was purposive-convenience method. For the experimental group, the inductive thinking meetings were held in one hour for about eight sessions, and the control group did not have any intervention. In this study, Abedi Creativity Test and Heppner and Peterson problem-solving skills test was used. Face and content validity were assessed. Cronbach’s alpha reliability coefficient was equal 0.72 for creativity test and 0.78 for problem-solving test. The data were analyzed by ANCOVA. The analysis of Covariance results showed that Training inductive thinking has a significant effect on creativity and problem-solving skills of students. According to findings can be stated that the inductive thinking training can be used to enhance creativity and problem-solving skills in third-grade primary school students.

Keywords: inductive thinking, creativity, problem-solving skills

 Full Text 2016. S2. 148-153

Evaluate the Effect of School Factors in Increase the Happiness in Students of Elementary School

Esmat Mohammadi Ashnani and Zohreh Saadatmand

Abstract The aim of the study is to evaluate the effect of school factors in Increase the happiness in students of elementary school. Thep resent research was a descriptive survey. Statistical papulation includes elementary school teachers in 2015-2016 that number is 3781. Sample method is a cluster sampling method was used. First of between six city districts of three regions 2, 4, 6 were selected. Then between the teachers these areas using Cochran sampling formula, 350 teachers randomly stratified Proportional to size were selected on the basis of gender. The Result showed that role of lesson contents, Student participation, School facilities, Extracurricular activities, Parents Relationship with school, Professional qualification teachers and teaching method in strengthening vitality and joy of elementary school students, is higher than average.

Keywords: school factors, happiness, elementary school

Full Text 2016. S2. 154-158

The Effect of Smart Schools, on Teaching-Learning of Students

Hossein Abbaszadeh, Negar Elhamian, Hassan Shahraki Pour

Abstract The aim of the study is effect of smart schools, on teaching-learning of Student. The study was a descriptive and survey method was carried out. Research population is all high school teachers that teach in the smart schools and non-smart schools city of Khash 1n 2014-2015. Sampling method is stratified random sampling. The validity of the questionnaire developed by the researchers is content and formal type that confirmation of three groups of professors and its reliability using Cronbach’s alpha 0.84. Results Descriptive statistics on individual education index showed that the highest average of the first items is (4.47) and the lowest for the second item (3.30) respectively. To create equal educational opportunities index related to items on the tenth highest average (4.19) and the lowest average of nine items (3.14). In the index continuing education related to the second highest average Twenty items is (4.39) and the lowest average of twenty-three and nineteen items (4.08). The measurement indicates of the statements thirty-second process is also the highest average (4.15) and the lowest on items thirtieth (3.39). The results showed that continuous training is also effective in creating smart schools. Smart effect on individual schools due to the training of teachers can be use of new technologies to increase students’ interest in learning and new assignments given to students so that many students are involved in the preparation of classroom content.

Keywords: smart schools, teaching-learning, Student

Full Text 2016. S2. 159-163