Browsing by Autor "Zohreh Esmaeili"

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Effectiveness of Self-Regulation Strategies on Learning Mathematics in Students with Learning Disability in Mathematics Case Study (Sixth Grade Students, Marvdasht County)
(2016) Zohreh Esmaeili; Soraya Ghasemi; Alizadeh Roqiyeh
The purpose of this study was to determine effectiveness of self-regulation on mathematical performance of girl students with learning disability in mathematics in sixth grade. The method of this research was quasi-experimental. Research instruments included the KImat test for measuring mathematical learning disability in students. The tests reliability using the Cronbach’s alpha method in five subscales was 0/80 to 0/86. Additionally, the mathematical performance test of girl students in sixth grade was used. The Marvdasth sixth grade math teaching group has prepared this test for evaluating mathematical academic performance. The content of this test has been confirmed by five experts and the reliability by the Cronbach’s alpha method was equal to 0/85. Statistical population consisted of girl students with mathematical learning disability in sixth grade of Marvdasht County education and development department from which 30 individuals of those achieving lower than the cutoff score on the KImat examination were selected by multi stage cluster sampling and were randomly assigned to two groups of 15 experimental and 15 control individuals. Participants in the experimental group received 12 sessions, each 45 minutes, of attention teaching. For data collection, the KImat and mathematical performance for sixth grade tests were used. Results of the research showed that self-regulation teaching is effective on mathematical performance of students with learning disability in mathematics. Therefore, teachers of various areas such as mathematics should in the first place gain awareness of self-regulation strategies, understand their importance and use them.
Evaluation of the Relationship between Professional Ethics of University Professors and Academic Progress of Students in Southern Tehran
(2016) Zohreh Esmaeili; Nazi Naseri; Sepideh Jafargholizadeh
This research was performed with the purpose of evaluation of the relationship between professional ethics of university professors with academic progress of students and Payame Noor University, Southern Tehran. Statistical population consisted of 1969 Master’s Degree students at Payame Noor University, Southern Tehran from which 162 students were selected by stratified random sampling to participate in the study. For data collection, questionnaire for evaluation of professional ethics of professors by Babasafari (2013) was used for evaluation of professional ethics of professors by students with reliability coefficient of 0/92 and also mean scores of students from the relevant unit were used. For data analysis SPSS and AMOS software were used. Results showed that meaningful correlation existed between professional ethics of professors in five subcategories (teaching, research, manners, humane relations and organization) with academic progress of students. Additionally, the five subcategories mentioned were able to explain 0/48 of academic progress of students.
Presentation of blended learning conceptual pattern based on individual and social constructivism theory
(2016) Ali Mohammad Ahmadi Gharacheh; Zohreh Esmaeili; Mehran Farajollahı; Mohammad Jamalzadeh
This investigation aims at studying capabilities and characteristics of blended learning and individual and social constructivism theory qualitatively and the presentation of conceptual pattern of blended learning based on these theories. The methodology of the present study is Mayring qualitative content analysis. First, some fundamental questions about blended learning pattern and individual and social constructivism have been asked. They include: 1.What are characteristics and capabilities of blended learning as a relatively new approach? 2. What are characteristics and components of blended learning based on individual and social constructivism theory? 3. How are blended learning models which are derived from individual and social constructivism theory? Then, analysis aspects, main categories and subcategories of answers were determined by using theoretical foundations relating to various views about blended learning and constructivism theory. Finally, main categories were differentiated from sub categories and learning conceptual patterns were designed according to individual and social constructivism theory based on the research findings. The findings of the analysis resulted in the recognition of the components of the blended learning model based on constructivism. They were presented in nine main components including: 1. Learning 2. Different kinds of learning 3. Factors influencing learning 4. The role of the learner 5. Learner's activities 6. The role of the teacher 7. Teaching guidelines 8. Group activities 9. Evaluation.