Vol-7, Special Issue3-April, 2016, pp1651-1663 http://www.bipublication.com
Case Report
The Comparison of the Effect of Pre-Advance-Organizer and Roleplaying
Method of Teaching on the Academic Achievement of the Male Students of
Ahvaz in the Fourth Grade of Elementary School at Civics Course, 2011-2012
Ali Mehdipour
MA Student at Educational Planning
alimehdypoor@gmail.com
ABSTRACT
In the present research the effect of two teaching methods including "pre-advance organizer" and "roleplaying" on academic achievement of students of Ahvaz in the fourth level of elementary course at civics in the year 2011-2012 was inquired. The research is practical and its method is quasi-experimental. Its plan is based on pre- and post-test with the groups including the first and second experimental groups. The statistical society of the research includes male students of Ahvaz in the fourth level of elementary course in 2011-2012; and by multistage random cluster sampling method at first among Ahvaz elementary schools classified at the educational district 3, schools of district 3 was selected randomly. Then among district 3 schools two schools, which were at the same level from economic, cultural and scientific perspective, were randomly selected. Between the two fourth level classes, which were in the selected schools, one class was selected randomly. One of the classes by random located at experimental group 1 and the other at 2. Then a research-based test was practiced. Smirnov Test declared that the groups are similar. Then experimental group 1 was juxtaposed by independent variable (pre-advance organizer method of teaching) and experimental group 2 was juxtaposed by dependent variable (roleplaying teaching method). Finally, the pre-test questions in post-test format were tested on the two groups. The validity of the test content was confirmed by seven teachers of fifth level of the school course, and the test reliability was calculated utilizing Cronbach's Alpha and it was 0/79.For analyzing data, 18SPSS and Independent-Samples Test were used. The results showed that there is a meaningful difference between average academic achievement s of the students trained by pre-advance organizer and the students trained by roleplaying teaching method. Also the academic achievement of average and weak students taught by roleplaying teaching method is more than the students taught by pre-advance organizer teaching method; but there is no meaningful difference between average academic achievement of advanced learners taught by pre-advance organizer and learners taught by roleplaying teaching method.
Key Words: Active Teaching Method, Pre-advance Organizer, Roleplaying, Academic Achievement, Civics
PREFACE
The fast progresses in science and technology in the current century have motivated the humans to learn new skills in thought, cogitation and internal learning processes. It is up to the teacher to help the learners in their reconstruction of perceptions, and provide learners learning conditions and circumstances. Since formal education has been formed some people have been appointed as teachers and some as students, and some places
two different cogitations. The adherents of the first method believed that the human mind is as tabula rasa that in birth time is blank and affected by the environment and can be accumulated with information and knowledge. Accordingly, the most important prominence of the adolescents to each other was having powerful mind and was absorbing materials and facts (Mashkalani 1997). The other way of thought is that the mind is as active source and whatever from environment enters it does not place them in the same way. The mind is an active being, gets the materials and analyzes them and in fact it is not an agglomeration of information storage (Dawn Hill 1995). The emphasized teaching methods of these two ways of thoughts are different. In the first way of thought the teaching methods is of passive one in which the students only listen to the materials and memorize them. In the second way of thought the emphasized teaching method can be of active one in which the students, during the education process, will have an active role and their obligation is not only memorizing the information; and they will be able to analyze the materials (Mashkalani 1997). During the education process active teaching methods are as tools for teachers, the more we know the different methods the more we will be able to use them. Knowing these tools, one can introduce the materials to the students according to time and place (Ghourchian, 2000). Active teaching methods are part of the professional skills of the teachers, and the art of teacher is in the quality of his/her selection and performing. Since the information and ability of the people are different, their method of learning and quality of teaching will be different. To teach suitably with an eye on the ability of their learners, the teachers, according to this reason, must be equipped with diverse teaching methods. Nowadays the active teaching methods, that can improve the students' activities and turn their learning into a bilinear process, have special importance. Active teaching methods lead to effective and discovery learning that the students with the guidance of the teachers reach them.
collections of subjects including history, geography and civic that related to humans. These social sciences without being their identity under the question can be taught to the adolescents. At elementary levels it has been struggled to introduce the materials quantitatively because in this level the student can not analyze and understand the materials separately. Also the necessities of a suitable communication will be demonstrated to the students in order to cope with different conditions. Education Organization as the most effective organization in socializing the people in the society plays important roles, so its malfunction will have direct effects on other organizations of the society. If the quality of the teaching of the civics be desirable in the society, so the students as the main part of the society will not be regressed in scientific, industrial, social, political and economic development; and finally we will have faithful, responsible, compatible and bond to ethics citizens( Ansari Rad & et. al, 2001). The main considerable point is that this social necessity must be focused on and special measures must be taken for teaching civics. One of considerable factors in learning is teaching method that can have considerable effect on training mental abilities of the students. Consequently, being familiar with modern teaching methods and comprehending them suitably shall help preparing the future workforce, and these conditions will equip the students with skills in order to be successful facing the new challenges of this unknown world. The teachers should seek the methods to prepare the students the activity conditions, and motivate the students to gain social skills and knowledge and empower them. Socrates was the first who considered active teaching method. He believed that knowledge and information are hidden in the mind of individuals and they must be extracted, so the information must not be transferred into the mind of individuals (Adib Nia, 2009). In traditional classes the students with different knowledge and skills backgrounds used to sit in the classroom and the teacher taught them with one method. These
students so perhaps the gained results may lead to the evolution of the education process and in the perspectives of the instructors and teachers. So, the research struggles to identify the amount of academic achievement of advanced, average and weak students taught by pre-advance organizer teaching method than average and weak students taught by roleplaying teaching method; and finally to show the impact of pre-advance organizer and roleplaying method of teaching, which both of them are active teaching method, upon the academic achievement of fourth level students in civics because there is a vacuum in the comparison of these two active methods and that which of them has more effect on the academic achievement of the students in the civics at elementary school.
There are some researches and reviews about the effectiveness and efficiency of some of education methods performed by researchers and educators in educational field. The results in most cases have been attractive to the educational system planners in order to reform and improve teaching methods. Here there are some samples of research carried out in Iran and other parts of the world. In a research titling, " The Role of the Utilization of Active Teaching Method in the Experimental Sciences upon the Fostering a Spirit of Inquiry-Research and Academic Achievement of Fourth Elementary Level Students", Sahranavard (2002) has concluded that using active teaching method has had effects on academic achievement of students, but there was no meaningful relationship between teaching method and fostering a spirit of inquiry-research. In a research under the title, "The Comparison of Passive and Active Teaching Methods", Fazli & Javadi (2004) have concluded that active teaching methods in three domains of cognitive, proficiency and perceptional view of the civics have effects in academic achievement of the students. In a research under the title," The Comparison of the Effect of Pre-Organizing and Lecturing Model in Increased Retention and Extension of Transmission and its Relationship with Academic Performance at Fourth Level
Female Students in Marvdasht", Shah Nemati & Faani( 2008) have declared that pre-advance organizer increases the retention, transmission of learning and academic performance of the students than lecturing method. The two groups in this research by 80 students during 24 days were tested by post hoc and delay tests.
In order to scrutinize the effects of pre-organizer, Asubel D. & Youssef during 4 days trained 162 students in experimental and control groups. They for two times, immediately after training and 10 days after training tested the students. The results have been shown that there have been meaningful differences between the two groups. Dubin & Taveggia (1968, quoted from Seif 1996) researched the data of about 100 researches done during 40 years about the effects of group discussion and lecturing method on the learning of students. The results demonstrated that the differences of the average score of the students in two methods were zero; one of the differences was about the grades the students got in their related lessons, however, there was no difference between group discussion and lecturing.
Research Purposes
General Purposes: The Comparison of the Effect of Pre-Advance Organizer and Roleplaying Method of Teaching on the Academic Achievement of the Male Students of Ahvaz in the Fourth Grade of Elementary School at Civics Course
Detailed Purposes:
Specify the Impact Degree of Pre-advance Organizer Method of Teaching on Academic Achievement of Advanced, Average and Weak Students at Civics Course.
Specify the Impact Degree of Roleplaying Method of Teaching on Academic Achievement of Advanced, Average and Weak Students at Civics Course.
learning. In most of the researches such as the research of Hussein Jaefari Sani( 2006), and also in the researches of Hamid Reza Darvishi, Ahmad Khamesan, Mitra Rastgoo Moghadam ( 2010) change indicator in the score of the students is used to indicate the effect of teaching methods in the learning. In this research also score indicator has been studied to enable the comparison of the methods' quantity. By random selection of samples and relatively the long time to implement teaching methods, it is expected that the effect of other variables to the learning can be controlled and can link the change of scores to the teaching methods. The results of this research can be used by the authors of elementary school social sciences books for using pre-advance organizer and roleplaying in teaching, and also may be utilized for teaching the method of training and may be used in teacher training centers at universities, and in-service courses for teachers and instructors of social sciences; and also may be used practically for the training of teachers and in general these will lead to the improvement of the quality of teaching.
Research Hypothesis:
Main Hypothesis: Between the average grades of academic achievement of students taught by pre-advance organizer method of teaching and the students taught by roleplaying method of teaching there is a meaningful difference.
Subsidiary Hypothesis: The academic achievement rate of the advanced students trained by pre-advance organizer is more than the advanced students trained by roleplaying method of teaching.
The academic achievement rate of average students taught by pre-advance organizer is more than the average students trained by roleplaying
method.
The academic achievement rate of weak students trained by pre-advance organizer is more than the students with the same level trained by the roleplaying method.
Theoretical Model of Research
Validity: In order to analyze the content validity of academic achievement test it must be determined that how the tests contents are related to the educational goals, and how the questions elaborate the content and educational goals. To achieve this goal, we prepare a table and write the characteristics of test including contents and educational goals. Considering every test, we
elaborate that in relation to every educational goal and its content how many questions are included in the test. Content validity of the test has been evaluated according to the number of related questions to every educational goal and its content in relation to the importance of every goal and content from main educational objectives point of view (Sharifi, 2005).
Chart 1: The Characteristics of Civics Test to Fourth Grade Geography Written in 2011
Percentage Number
Of Question
s Numb
er Of Test Cognitive Field
The Goal
Roles Of Roads
In Life Importa
nce Of Rivers Seas And Lakes
of Iran Clima
tic Zones
of Iran Weather The Ruggedness
Of Iran ( Highlands)
The
Ruggedness Of Iran ( Lowlands)
20
8 7
The students will be familiar with highlands of Iran.
Knowledge
1 The students will be familiar with lowlands of Iran.
2 4 The students will be familiar with climatic zones of Iran.
3
5 The students will be familiar with the seas and lakes of Iran.
10 The students will be familiar with the rivers of Iran.
6 The students will be familiar with the role of roads.
5 2
8 The students will know the reason of the existence of the lakes and rivers.
9 The students will know the reason of the difference of weather condition of the cities.
12/5
34 The students specify Iran's ruggedness on the map.
Analysis
5
37
38 The students specify the seas, lakes and rivers of Iran on the map.
36
39 The students specify the climatic zones on the map.
Total Number Of Questions
15 Number
Of
Question 15
Total Percentage Of Questions
37/5
Questions
Percentage
37/5 Chart 2: The characteristics of history tests of civics at fourth elementary grade written in 2011.
Percentage Number
Of Questions Number
of Tests Cognitive Field
Content
Goal
MigrationOf Achaemenian Parthian Sassanid
Aryans Divine Prophets Initial Cities
17/5 7
11
The students will be familiar with the origins of initial cities.
Knowledge
14 The students will be familiar with the fate of the Divine Prophets.
24
19 The students will know the origins of sovereigns.
20 The students will be familiar with the important occurrences of the
governments.
18 The students will be familiar with the overthrow reason of the governments.
23 The students will know the capitals of the governments.
12/5 5
21 The students will know how the country had been ruled by the kings.
Underatanding
12 The students will know the reason of historical occurrences.
13 17 The students will know how historical events occurred.
25
7/5 3
40 The students can draw the map of the capitals of Parthian.
Analysis The students draw the main king roads on the map. 22
15 The students draw the path of the Silk Road.
Total Number Of Questions
15
Number Of Question
15
Total Percentage of Questions
37/5
Percentage
Table 3: The characteristics of Civics tests of Social Sciences book at fourth elementary grade, written 2011.
Percentage Number
Of Questions
Number Of Tests Cognitive Field
Content Goal
Islamic Nations Iranian
People Urban
Life Rural
Life
12/5 5
16 The students will be familiar with the characteristics of rural life.
Knowledge
26 The students will be familiar with the characteristics of urban life.
27 The students will be familiar with the relationship between village and
28 The students will be familiar with the characteristics of Iranian people.
31 The students will be familiar with the characteristics of Islamic
Nations.
7/5 3
32 The students will know the problems of rural and urban life.
Perception The students will know the common features of the Iranians. 29
30 The students will know the common features of Islamic Nations.
5 2
33 The students will know new ideas.
Analysis
35 The students will use the new ideas in their life.
Total Number of Questions 10
Number Of
Questions 10
Total Percentage of The questions 25
Percentage of the Questions
As it can be seen in the test content analysis table, of 40 questions of the test 15 questions are related to geography, 15 questions to the history and 10 questions to the civics. Also of 15 questions of geography 8 questions are of knowledge level, 2 at perception level, 5 questions at perception level and 3 questions at analysis level; and of 10 civics questions 5 questions at knowledge level, 3 at perception level and 2 at analysis level. To determine the validity of the test, during some stages to amendments and final compilation, there have been employed seven expert instructors teaching at fourth elementary grade. They have been requested to study the tests and declare their ideas about the amount of the relationship of the
tests to the content of the lessons and educational goals. The expert instructors and syllabus design specialists confirmed the content validity of the tests; so its validity is superficial.
Stability of the Test: To identify the stability of the test, Cronbach's Alpha method has been used and its result is 0/79.
Information-Processing Method: In this research the average scores of pretest and final test, after performing pre-advance organizer and roleplaying methods, have been compared; and since t student test is used in the related hypothesis test to the average comparison of two societies so it has been used in this present research.
Obtained Information:
Table4: The percentage table and frequency of students classified by scores of academic achievement of all learners:
Roleplaying N=32 Pre-Advance Organizer
N=32 Indicators
Percentage
Frequency Percentage
Frequency
Categories
0 0
6/3 2
-6 to -4
9/4 3
12/5 4
-1 to -3
18/8 6
25 8
0 to 2
6/3 2
37/5 12
3 to5
28/1 9
12/5 4
6 to 8
18/8 6
3/1 1
9 to 11
18/8 6
3/1 1
12 to 14
100 32
100 32
Total
Table 5: The percentage and frequency table of learners classified by scores of academic achievement of elite group learners:
Roleplaying N=7 Pre-Advance Organizer
N=6 Indicators
Categories
Percentage
Frequency
Percentage
Frequency
0 0
0 0
-6 to -4
25
0 0
16/7 1
-1 to -3
43 3
50 3
0 to 2
28/5 2
33/3 2
3 to 5
28/5 2
0 0
6 to 8
0 0
0 0
9 to 11
0 0
0 0
12 to 14
100 7 100 6 Total
Table 6: The percentage and frequency table of learners classified by scores of academic achievement of average group learners: Roleplaying N=16 Pre-Advance Organizer N= Indicators Categories Percentage Frequency Percentage Frequency 0 0 7/1 1
-6 to -4
18/8 3
14/3 2
-1 to -3
12/5 2
35/7 5
0 to 2
0 0
21/4 3
3 to 5
37/5 6
14/3 2
6 to 8
18/8 3
7/1 1
9 to 11
12/5 2
0 0
12 to 14
100 16
100 14
Total
Table 7: The percentage and frequency table of learners classified by scores of academic achievement of weak group learners: Roleplaying N=9 Pre-Advance Organizer N=12 Indicators Categories Percentage Frequency Percentage Frequency 0 0 8/3 1
-6 to -4
0 0
8/3 1
-1 to -3
11/1 1
0 0
0 to 2
0 0
58/4 7
3 to 5
11/1 1
16/7 2
6 to 8
33/3 3
0 0
9 to 11
44/4 4
8/3 1
12 to 14
100 9 100 12 Total
Table 8: The descriptive statistics data table according to pretest and posttest pre-advance organizer method of teaching: The Number Maximum Score Minimum Score Variance Standard Deviation Average Indicators Variables 32 34 9 54/867 7/407 23/187 Pretest 32 39 11 54/93 7/41 25/687 Posttest 32 13 -6 16/968 4/11 2/50 Academic Achievement
Table 9: The descriptive statistics data table according to pretest and posttest roleplaying method of teaching:
The Number Maximum Score Minimum Score Variance Standard Deviation Average Indicator Variables 32 36 8 56/281 7/502 24/09 Pretest 32 39 19 43/483 6/594 30/53 Posttest 32 14 -1 22/835 4/77856 6/4375 Academic Achievement
Table 10: The table of descriptive statistics data according to academic achievement of elite, average and weak learners' groups with pre-advance organizer and roleplaying teaching method:
7 6 1 4/286 2/07 3/57 Roleplaying 14 9 -6 16/15 4/019 2 Pre-advance Organizer Averag
e Roleplaying 5/81 4/956 24/56 -1 14 16
12 13 -2 21/78 4/66 3/83 Pre-advance Organizer Weak 9 14 0 18/69 4/32 9/7778 Roleplaying
Table 11: t Test for independent groups (all learners)
Significance Level Degree of Freedom Statistics Standard Deviation Average Number ( n) Indicators Group 001/0 62 -531/3 11/4 50/2 32 Pre-Advance Organizer Group 77/4 43/6 32 Roleplaying Group
Table 12: t Test for independent groups (Elite Learners)
Significance Level Degree Of Freedom Statistics Standard Deviation Average Number Indicators Group 081/0 11 -920/1 75/2 00/1 6 Pre-advance Organizer Group 07/2 57/3 7 Roleplaying Group
Table 13: The comparison of average scores of academic achievement of average group learners trained by pre-advance organizer and average group learners trained by roleplaying teaching method:
Subsidiary Hypothesis 2: Between average scores of academic achievement of average group learners trained by pre-advance organizer and average group learners trained by roleplaying method there is a meaningful difference. Significance Level Degree Of Freedom Statistics Standard Deviation Average Number Indicators Group 03/0 28 -292/2 019/4 00/2 14 Pre-advance organizer Group 95/4 81/5 16 Roleplaying Group
Table 14: The comparison of average scores of academic achievement of weak group learners trained by pre-advance organizer and weak group learners trained by roleplaying method of teaching:
Subsidiary Hypothesis 3: There is a meaningful difference between average scores of academic achievement of weak group learners trained by pre-advance organizer and weak group learners trained by roleplaying. Significance Level Degree Of Freedom Statistics Standard Deviation Average Number Indicators Group 008/0 19 -978/2 66/4 83/3 12 Pre-advance Organizer Group 32/4 77/9 9 Roleplaying Group
Peripheral Findings: The research results of pretest and posttest pre-advance organizer and roleplaying group has generally been inserted at table 10.
Table 15: The research results of pretest and posttest pre-advance organizer and roleplaying groups.
Result Significance Level Degree Of Freedom Test Measure Peripheral Findings
There is a meaningful difference between the average pretest scores and posttest scores of learners trained by pre-advance 002/0 31 Depend ent -43/3 Spatial There is a meaningful difference between the
organizer method. According to table 8 average posttest 68/25 is more than average pretest 18/23.
learners trained by pre-advance organizer
method.
There is a meaningful difference between the average pretest scores and posttest scores of learners trained by roleplaying
method. According to table 9 average posttest 53/30is more
than pretest 09/24.
000/0 31
Depend ent -62/7
Spatial There is a meaningful
difference between the average pretest scores
and posttest scores of learners trained by roleplaying method.
Conclusion about Main Hypothesis: The hypothesis declares that there is meaningful difference between average scores academic achievement of learners trained by pre-advance organizer and the learners trained by roleplaying. The findings of table 11 shows that the observed t (-3/531) is meaningful with significance level p=0/001<0/05. Consequently, the hypothesis of the research is not rejected; that means that there is a meaningful difference between average scores academic achievement of learners trained by pre-advance organizer and learners trained by roleplaying method. According to the comparison of the averages it might be concluded that average academic achievement of roleplaying is more than pre-advance organizer teaching method. The results of this research have been aligned with the research results of Shabani (1995), Nazari Sarem( 1995), Iba Baf( 1996), Abasian( 1997), Kanani( 1999), Sahranavard( 2002), Fazli& Javadi( 2004), Haji Hussein Nejhad & Baleghi Zade( 2004), Izadi( 2005), Hazavei & et. al ( 2006), Khuda Rahmi( 2006), Shah Nemati & Fani( 2008), Gafayi( 2008), Kazim Poor( 2008) and also have been aligned with the research results of Ausubel & Youssef( 1963), Binoor( 1974), Slavin( 1991), Niyz Vurt( 1967), Alen( 1969), Anderson( 1973), Miyer( 1975), Kuhara & Halton( 1980), Hankapiler( 2000), Navelz & et. al( 2001), Navelz( 2001), Stinman & Blastoos( 2002), Hepner & Denor( 2002), Goodled( 2004), Srantik( 2006) , Elison( 2009) and Lindsi( 2009). All of these researches have confirmed the effectiveness of active teaching methods to the passive ones, the positive effect of pre-advance organizer and roleplaying methods of teaching to the academic
achievement of the learners; and there is a direct relationship with the fact that the students' learning with active teaching and their involvement in the learning process and their academic achievement will be effective. However, all of these mentioned researches confirmed that student-oriented method of teaching is more effective than teacher-oriented one in teaching of civics.
been aligned with the research results of Iba Baf( 1996) and Khuda Rahmi( 2006) because the research results of these researches have announced that advanced students make more benefit of active teaching methods than weak students.
The Conclusion of Subsidiary Hypothesis 2: This hypothesis declares that academic achievement of average students trained by roleplaying is more than the average students trained by pre-advance organizer teaching method. According to the findings of table 13 which shows that the observed t(-2/292) with significance level p=0/03<0/05 is meaningful. So the hypothesis has not been rejected. This means that there is a meaningful difference between average score academic achievement of average group learners trained by pre-advance organizer and average group learners trained by roleplaying teaching method. According to these averages it may be concluded that average academic achievement of roleplaying teaching method is more than the pre-advance organizer one. The findings of this research have been aligned with the research results of Kanani( 1999), Heidari( 2006) and Khuda Rahmi( 2006) because in these researches it has been declared that active teaching methods have positive effects upon the academic achievement of average students. Also the findings of this research have not been aligned with the research results of Ansari (2000) and Kazimpoor( 1999) because in these researches there have found no meaningful difference about the effectiveness of active teaching methods to the academic achievement of average students. The gained results of these researches can be due to the limited time of performance.
The Conclusion of Subsidiary Hypothesis 3: This hypothesis declares that academic achievement of weak students trained by roleplaying teaching method is more than the same students trained by pre-advance organizer. According to the findings of table 14 that shows the observed t (-2/978) with significance level p=0/008<0/005 is meaningful. So, the hypothesis has not been rejected. This
means that there is a meaningful difference between average scores academic achievement of the weak group learners trained by pre-advance organizer teaching method and the weak group learners trained by roleplaying. According to the averages it can be concluded that average academic achievement of roleplaying is more than the pre-advance organizer. The findings of this research have been aligned with the research results of Kanani( 1999), Kazimpoor( 1999) and Khudarahmi( 2006) because these researches have been shown the positive effects of active teaching methods to the academic achievement of weak students. Also the findings of this research have not been aligned with the research results of Ansari( 2000) and Heidari( 2006) because these researches have not found a meaningful difference between academic achievement of weak students in active and passive teaching methods.
English References
1. Ausubel, D and Youssef, M (1963), The role of discriminate ability in meaningful parallel learning and reiteration. Journal of Educational psychology. Yol. 54 pp 334-339.
2. Ausubel, D, (1968). Educational psychology: A Cognitive view New York, Holt, Rinehart and Winston.
3. Binor, s. (1974),the relative effectiveness of mastery learning strategies in second language acquisition. Unpublished master’s dissertation, university of chicago
4. Bloom. B. S. (1956) Taxonomy OF Educational objectives the classification of educational goals. NEW York: Wiley.
5. David Scott, A. (1998), The effect of student team achievement division’s comparative learning technique on upper secondary social studies students academic achievement and attitude towards, social studies class. Doctoral dissertation, the University of Southern Mississippi, (1997).
traditional lectures. Innovative Higher Education; 21:231-246.
7. Dewey j.(1961). Experience and Nature. La Salle. Illinois: Open Court.
8. Don Hill, j. (1995).Teaching training manual, New Yourk, Macmillan.
9. Dubin, R., Taveggia, T.C. (1968), The teaching- learning paradox: A comparative analysis of college teaching methods. Eugene: center for the advancement study of educational administration, university of Oregon.
10.Gage, N.L. (1963), Paradigms of research on teaching in N.L. Gage(Ed.), handbook of research on teaching. Chicago, Rand MC Nelly 11.Persian References:
12.Ibrahimzadeh, Isa. The Philosophy of
Education. Tehran: Peyame Noor University,
2009. P. 8th
13.Ahadian, Muhammad. An Introduction to
Educational Technology. Tehran: Boshra.
14.Ahmadi, Ghulam Ali.Process-Oriented
15.Teaching and Learning. Roshd: Teaching and
Educational Guadance, 2001. N.29
16.Ahmadi, Ghulam Ali. Religious Teaching and Education (Teaching- Learning Methods).
Tehran: Nahj, 2003.
17.Adib Nia, Asad. Advanced Teaching Methods.
Shushtar: Islamic Azad University, 2009. 18.Slavin, Robert. Educational Psychology
(Theory and Practice). Tehran: Ravan, 1999,
Trans. Yahya Syyed Muhammadi.
19.Aghazadeh, Muharram. A Guide to Modern
Teaching Methods. Tehran: Ayizh, 2005. P. 4th
20.Ansari Rad and et. al. Civics Teaching. Tehran: Madraseh, 2000
21.Ansari, M. The Impact of Metacognitive Strategies on the Academic Achievement and Self-Control of Daily Female Guidance School
Students of Tehran. Tehran: Allameh
Tabatabai University, Psychology and Education College, MA Thesis, 2010.
22.Ovhadi. Educational Brochure of Active
Teaching Method Devoted to Qom Teacher
Training Center Instructors. Qom: Taliqani
Teacher Training Center, 2004.
23.Izadi, Mahshid. Review of the Effectiveness of Collaborative Teaching Methods and Strategic
Collaborative Reading upon Reading
Comprehension and Self-Concept Freshman in
Female High School Students of Tehran.
Tehran: Journal of Education, 2005. Y. 21st , N.3.
24.Marsha Will, Bruce Joyce. Modern Teaching
Patterns. Trans. Behrangi, Muhammad Reza.
Taban, 1999.
25.Cynthia, B. Lichen, Jolene Pollack, Chetrelz M. Regolith. Instructional Design Strategies
and Techniques. Trans. Hashimfar. Tehran:
Samt, 1995.
26.Poulia, George. The Creativity of Mathematics. Trans. Parviz Shahriyari. Tehran: Fatemi. 27.Jaefari Thani, Hussein. The Study of the Effects
of Practicing a Mixed Teaching Pattern with Modern Teaching Patterns to the Learning of an Interrelated Subject in Persian, Arabic and English in Second Grade Guidance School.
Ferdowsi University of Mashad.
28.Haji Hussein Nejhad, Gholamreza and Baleghizade Susan. The Comparison of the Effect Gardner-Based –Theory Teaching Method and Traditional Method on the Operation of the Mathematics of the Students.
Research Journal of Education Matters, 2004, N. 1 and 2, and 19 to 20, and 1 to 26.
29.Hafiz Nia, Muhammad Riza, Research Method in Humanity. Tehran: Samt, 1997.
30.Kheyriye Beygim, Haerizadeh, Gasim KhanSudabeh and Muhammad Hussein Leili.
Educational Brochure of Learning by
Presented Operation at Providing Period of Teachers in the Cooperation Plan in Tehran.
Tehran: 1996.
31.Hassan Zadeh, Ramadan. Research Methods in
Behavioral Sciences. Tehran: Savalan, 2008,
N. 7.
