ABSTRACT
BACKGROUND: The aim of present study was to investigate the learning and memorization rate of English based on authentic and traditional assessment approaches in Sari secondary schools. METHODS: It was performed in semi- experimental method. The sample included 60 first year high school male students, selected randomly. Then it has been divided in two groups as experimental and control groups. Assessment devices used in this research included: academic achievement pre-test of English, academic achievement post-test revised questionnaire of attitude toward tests (SAAS-R), and English performance test Before carrying the authentic and traditional assessment approaches into execution, two groups had been taken the scholar academic achievement pre-test in order to assure not to be any significant differences between two groups. After the execution of above mentioned method (about 14 weeks), the academic achievement post-test, and performance test and attitude toward tests (SAAS-R) were performed. Moreover, 2 months after post-test, it was repeated to measure the rate of memorization. In order to analyze data the statistical method, the dependent and independent T- tests were used to determine mean differences of two groups and K2 test was applied to assign the differences of two groups' attitude toward tests. RESULTS: The results implied that: The rate of students' performance learning in authentic assessments is more than the traditional ones. CONCLUSION: There was no significant difference between two group's post-test scores. The rate of memorization in authentic methods is more than the traditional ones. The attitude toward tests in authentic methods is more positive than the traditional ones.
ABSTRACT
BACKGROUND: Traditional education classes are no more effective because they are tied to a particular place and time. Podcast complete the defection of other educational resources. In this study we aimed to address whether utilizing podcast multimedia training system has an effect on the motivational achievement and students learning of the Arabic course in high school. METHODS: In this practical-purposed, descriptive and quasi-experimental study, pre- and post-test method in control and experiment groups was used. Researchers used simple random sampling method to form the groups. RESULTS: The results showed the normal distribution of data according to the value of z (0.09) in the pre- and post-tests in both control and experiment groups. Therefore, the data distribution was normal (P>0.925). Significant differences between experimental and control groups in terms of academic level were not observed in the pre-test. There was no significant difference between the motivational achievement of education in post-test of control and experiment group (p>0.89). CONCLUSION: The results showed that teaching with podcast multimedia systems significantly increased learning of Arabic in the high school level. But of motivation reinforcement between traditional method and system for multimedia podcasts, showed no significant differences. Each variety of multimedia techniques can be beneficial for a specific course. Therefore, more studies on the effectiveness of podcast method in different courses to determine its effects are necessary.
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BACKGROUND: The learning styles are the distinctive learners' strategies for information processing and discovering new concepts. One of the most important kinds of learning styles is the Witkin's theory of field dependence-independence cognitive style. OBJECTIVE: This study seeks to find the relationship between field dependence -independence cognitive style and English text reading comprehension, learning English as a foreign language, academic achievement and the choice of academic courses. METHODS: In this study, 305 students (both girls and boys) studying at the junior level at high school in Sari were randomly selected through multistage selection who responded to Group Embedded Figures Test (GEFT). RESULTS: The data analysis was conducted by using regression analysis which showed that FDI cognitive styles determined the changes in dependant variables of reading comprehension score, learning English and the total average with the respective values of %8.8, %9.2 and %11.6 (p <0.05). CONCLUSION: Regarding the findings, it can be concluded that the more field independent, the higher the reading comprehension skills and learning English and the more academic achievement will result. The results of this study can help in selecting students' courses and also better directing the learners to improve their learning.
ABSTRACT
INTRODUCTION: Nowadays, regarding the learners' needs and social conditions, it is obviously needed to revise and reconsider the traditional methods and approaches in teaching. The problem solving approach is one of the new ways in Teaching and learning process. This study aimed at studying and examining the effect of "problem-solving" approach on creative thinking of high school female students. METHODS: An experimental method is used for this research. In this research, 342 out of 3047 female-students from Sari high schools were randomly selected. These 342 students were divided into two groups (experimental and control) in which there were seven classrooms. The total number of students in every group was about 171. After testing them with Jamal Abedi creativity test, it was revealed that two groups were equal in creativity score. The tests were done through Requirements. The experimental group was taught by problem solving method for three months while the control group was taught by traditional method. RESULTS: The research results showed that using descriptive indices and t-test for the two independent sample groups in which problem solving teaching method was used in teaching processes had an effect on creativity level in comparison with traditional method used in the control group. CONCLUSION: Considering the results of this study, the application of problem-solving teaching methods increased the creativity and its components (fluidity, expansion, originality and flexibility) in learners, therefore, it is recommended that students be encouraged to take classes on frequent responses on various topics (variability) and draw attention on different issues, and expand their analysis on elements in particular courses like art (expansion). To enhance the learner's mental flexibility and attention to various aspects, they are encouraged to provide a variety of responses.
