Showing 18 results for Elementary School
Dr. Maryam Safara, Somaye Rafiee,
Volume 2, Issue 1 (3-2020)
Abstract
The present study aimed to investigate the effectiveness of empathy training on social adjustment and belonging to the school in elementary school students. The present study was conducted as a semi-experimental two-group pretest-posttest design. The statistical population was all sixth grade elementary school students in Tabas city in the academic year of 2016-2017. The study sample was 30 people who were selected by cluster random sampling method. The tools used to collecting data were: Belonging to school inventory and Bell’s adjustment inventory For data analysis, Descriptive statistics such as mean, standard deviation, and Univariate and Multivariate analysis of covariance were used (p < 0.01). The findings indicated that the mean of the experimental group in the components of social adjustment and belonging to the school increased compared to the control group (p <0.05). Therefore, it can be concluded that empathy training has been effective in increasing social adjustment and students’ belonging to the school.
Dr. Moosa Javdan, Dr. Zekrollah Morovati,
Volume 2, Issue 2 (6-2020)
Abstract
This article focuses on effect of storytelling on improving emotional-behavioral issues such as social problems, aggressive behavior, and rule of law breaking behavior among male and female elementary school children. This is an experimental study on 68 students studying at an elementary school in a City of Iran in the academic year 2017-2018. Then the parent version of the Child Behavior Checklist (CBCL) was completed purposively to select 30 students with the highest scores. They were then randomly divided equally into the experimental and control groups (15 participants per group). The experimental group received fifteen 60-minute sessions taught by two teachers experienced in storytelling. When the storytelling period was over, the CBCL was given to the parents and teachers who had first completed it. The multivariate analysis of covariance (MANCOVA) was employed to analyze the data in SPSS 23. According to the results, there was only a significant difference between the experimental and control group in rule of law breaking behavior at the end of the storytelling sessions based on the assessment made by parents and teachers. Regarding social problems and aggressive behavior, there was no significant difference between the two groups. In addition, analysis of the partial eta squared (η²) values showed that storytelling explained 13% of variance of the rule of law breaking behavior.
Akram Hamidi Nasrabad, Aliakbar Sheikhi Fini, Dr. Hossein Zainalipour, Dr. S. Abdolvahab Samavi,
Volume 2, Issue 3 (8-2020)
Abstract
The purpose of this study was to design and validate the reading literacy curriculum model based on the criteria of progress in International Reading Literacy Study (PIRLS) in the elementary course of the Iranian educational system. To this end, PIRLS test criteria have been used to explain and design the dimensions of the curriculum according to the elements of the Akker curriculum. The present research is qualitative in which an attempt has been made to develop a desirable model by adopting a systematic approach in the field of curriculum design and using valid national and international resources and documents. Some features of this model include indigenousness, attention to audience characteristics, scientificity, simplicity, novelty, and active approach to teaching and learning. The opinions of 31 experts in the field of curriculum planning and Persian language teaching were used to validate the proposed model, and these people highly approved the desired model. However, the application of this model requires attention to issues such as having a systemic approach to reading education, bilingualism, professional training of teachers, and attention to content and resources and facilities.
Dr. Babak Shamshiri, Jaber Eftekhari,
Volume 3, Issue 3 (9-2021)
Abstract
The purpose of this study was to examine the components of peace in the text of elementary school reading textbooks. The method used in this research was exploratory sequential mixed methods design. In this way, after identifying the components of peace in the qualitative section as criteria for analysis and determining the paragraphs of each lesson as a unit of analysis, the method of William Rumi was used in the quantitative section to analyze the content of the text of the reading textbooks. Also, in the qualitative part, the audit trail method was used to measure credibility. In addition, in the quantitative part, the inter-rater reliability was calculated .83, which was significant at the level of .001. The results in the quantitative part showed that the level of attention of each book to the components of peace is lower than the average (involvement coefficient is less than 1). Accordingly, the books need fundamental revisions regarding attendance to peace and its basic components. In addition, the level of attention of the books to the components is not balanced, and among these, the component of compassion has the highest frequency and justice has the lowest frequency.
Abbas Azizkhani, Dr. Mojgan Niknam, Dr. Hasan Ahadi,
Volume 4, Issue 4 (11-2022)
Abstract
The aim of this study was to determine the frequency and importance of life skills components in social studies textbooks. The research method is content analysis and the units of analysis were sentences and images. The statistical population was all the textbooks of social education in the elementary school in 2021, in which the whole society was considered as a sample. The research tool is a researcher-made checklist and data was analyzed via MAXQDA software. After determining the frequency of indicators, for the comparing the frequencies, Chi-square and Shannon's Entropy method was used. The results revealed that the highest frequency of the life skills components observed in the sixth grade with 1048 cases, the second rank belongs to the fifth grade with 908 cases, and the last rank belongs to the fourth grade with 401 items. The results of chi-square test confirmed the significant differences in frequencies. Also, the results of Shannon's Entropy analysis indicated that the highest coefficient of importance is related to the component of creative thinking and the lowest is related to self-awareness. Overall, the findings have useful implications for designing school-based interventions in teaching life skills.
Mrs Khatereh Nesari, Dr. Jaafar Rahmani, Dr. Gholamreza Sharifi Rad,
Volume 4, Issue 4 (11-2022)
Abstract
The current study aimed to provide a model of professional competency of teachers in the e-learning environment. The research method was correlational, and the data was analyzed using structural equation modeling. The statistical population included all male and female elementary school teachers in Qom city that 375 of whom were selected by stratified random sampling method. Data were collected using a researcher-made questionnaire. The validity and reliability of the questionnaire was evaluated at a satisfactory level. Results of confirmatory factor analysis indicated that seven dimensions of professional competency of teachers in the e-learning environment were confirmed. According to the results, these dimensions include educational (pedagogical), social, evaluation, technological, organizational, ethical and individual dimensions. Also, the model fit indices showed that the research model benefited from a good fit. Correspondingly, the model of professional competence of teachers in the electronic learning environment includes seven dimensions and 16 components. The findings can be used in the design of plans to improve the professional competence of teachers in e-learning environments.
Mrs Maasomeh Abbasiani, Dr. Maryam Safarnavadeh, Dr. Nahid Shafiee, Dr. Amir Hossein Mehdizadeh,
Volume 5, Issue 1 (1-2023)
Abstract
The purpose of this study was to develop a model for identifying talents in elementary schools in Tehran using a qualitative approach. The sample consisted of 22 experts in the field, chosen through purposive sampling. Data was collected through interviews, and triangulation was used to validate the results. Reliability was established using a Kappa test of 0.651. Analysis of the data involved open, axial, and selective coding. The study resulted in the identification of 126 indicators, 21 components, and 5 dimensions. These dimensions are: students' talent (observing intellectual and behavioral habits, preparing checklists, organizing friendly competitions, conducting aptitude tests), multiple intelligences (logical and mathematical intelligence, physical and motor intelligence, verbal intelligence, naturalistic intelligence, musical intelligence, individual/social intelligence, visual/spatial intelligence), individual differences and learning (learning abilities, students' interests and hobbies, personality traits), quality of executive processes (employing professional teachers, improving the curriculum, supplementary and extracurricular education, guidance and counseling), and effective interaction between home and school (holding meetings with families, building trust, empowering parents). The findings could be useful for school counselors and psychologists in guiding students academically in the future.
Mrs Bahareh Taghidokht, Dr. Maryam Safarnavadeh, Dr. Alireza Araghieh, Dr. Nahid Shafiee,
Volume 5, Issue 2 (5-2023)
Abstract
The aim of this research was to investigate the degree of attention given to skill development in the elementary school curriculum. This study was a descriptive survey conducted to explore and assess the current status of skill development in the elementary school curriculum. The statistical population consisted of elementary school teachers in government schools in Tehran, who were selected using a random sampling method, and the sample size was determined to be 196 individuals based on Cochran's formula. A researcher-made questionnaire consisting of 104 questions was used to collect data. The hypotheses were tested using a one-sample t-test. The results showed that the level of attention given to skill development in the elementary school curriculum was inadequate for the following skill components: self-awareness, courage, emotional and behavioral control, empathy, peer relationships, cooperation, speaking skills, effective listening, honesty, trustworthiness, non-jealousy, creative thinking, critical thinking, problem-solving, time management, hardware and software, global internet network, environmental awareness, optimal energy consumption, waste management, entrepreneurship, financial management, healthy eating, appropriate clothing, and disease awareness. Based on these findings, practical suggestions were provided to enhance the development of these skills in the elementary school curriculum.
Mrs Zahra Bakrani Balani, Dr. Narges Keshtiaray, Dr. Hamid Azizi Malekabadi,
Volume 5, Issue 2 (5-2023)
Abstract
The current research is qualitative research that was conducted using the synthesis research method based on the deductive model. The research environment in the synthesis phase included all citations in the range of 2008 to 2020 for the studies conducted in the field of experimental science education of the second grade in elementary school. Based on this, 40 sources were selected by purposive selection method. Stopping the sampling process was based on information saturation. Data collection was done using a survey in the research environment and based on the synthesis of experimental science education in the second grade of primary school. According to the findings of the research synthesis based on the deductive model, the environmental factors affecting experimental science education in the second grade of primary school include: support factors (family-oriented, school-oriented), extracurricular environment, socio-cultural environment, science curriculum design including goals (instructional, educational, motivational), content (knowledge, practical skills, challenging thinking), teaching strategies (group discussion, advance organizer, exploration, problem solving, learning assistants, laboratory, cognitive development, game-oriented, aesthetic), intra-school environment (independent, individual, deep, collaborative, exploratory), evaluation (evaluation tools, evaluation methods), learned skills (life skills, mental skills, social skills, thinking skills), science education approaches (teacher-centered, student-centered) and learning experiences (meaningful experiences and valuable experiences). The findings provide useful implications for science education in elementary school and can be used by elementary school teachers and parents for science education as well.
Mr. Sadegh Ahmadi, Dr. Maryam Golibagh, Dr. Mohammad Saeid Ahmadi, Leily Falahatimarvast,
Volume 5, Issue 3 (9-2023)
Abstract
The current study aimed to assess the impact of group reality therapy on the academic engagement and academic adjustment in elementary school students. This investigation followed a semi-experimental design with pre-test and post-test assessments, including a control group. The study population encompassed all male sixth-grade students in Zone One of Zanjan (Iran) in 2022. Thirty students were chosen through convenience sampling and randomly assigned to two groups, each consisting of 15 participants. Data collection involved the Academic Engagement Questionnaire (Fredricks et al., 2004) and the School Adjustment Scale (Sinha and Singh, 1993). Initially, both groups underwent pre-tests, after which the experimental group received group reality therapy sessions based on Glasser's (2001) model, spanning eight sessions of 90 minutes each. Conversely, no intervention was administered to the control group. Subsequently, post-tests were conducted for both groups. The hypotheses were analyzed using one-way and multivariate analysis of covariance. The results demonstrated a significant increase in the mean scores of academic engagement (F = 523.6, p < 0.001) and academic adjustment (F = 844.9, p < 0.001) within the experimental group compared to the control group, after controlling for pre-test scores. These findings furnish compelling evidence supporting the effectiveness of group reality therapy-based education in enhancing motivational aspects such as academic engagement and academic adjustment among elementary school students. As a result, it is advisable for school counselors to implement this intervention to promote motivational and emotional constructs in students.
Mr. Sajjad Shokouei, Dr Ali Nik Bakht,
Volume 5, Issue 3 (9-2023)
Abstract
The primary objective of this study was to assess the psychometric properties of the Elementary School Quality of Life (ESQoL) questionnaire among elementary school students in Faryab, Iran. The ESQoL, originally developed by Huang et al. in Taiwan, consists of 21 items. The study population included 1,800 individuals, with a sample size of 200 elementary school students (comprising 100 females and 100 males). Cluster random sampling was utilized to select classes from nine different elementary schools, encompassing both female and male students. Confirmatory factor analysis was employed to establish the validity of the questionnaire, while reliability was assessed using Cronbach's alpha and test-retest methods. The results of confirmatory factor analysis confirmed the presence of six scales within the questionnaire items, which included school function, family function, environmental life, vitality for life, learning ability, and peer relationships. The outcomes of the confirmatory factor analysis indicated that the model exhibited a satisfactory fit. Additionally, the quality of life questionnaire demonstrated strong internal consistency and test-retest reliability. Pearson's correlation coefficients, assessed over a two-week interval with 30 participants, ranged from 0.40 for the vitality for life and family function scales to 0.75 for the learning ability scale. In summary, this study's findings affirm the questionnaire's favorable validity and reliability for assessing the quality of life among elementary school students in Iran.
Mrs Sanaz Zahedi, Dr. Hamid Shafizadeh, Hadi Rezghi Shirsavar,
Volume 5, Issue 3 (9-2023)
Abstract
The current study aimed to propose an enhancement model for lesson study in primary Schools in Tehran. In this mixed-method study, the research population consisted of academic experts, staff managers, and education specialists in the qualitative segment, as well as primary school teachers from Tehran province (totaling 19,852) in the quantitative segment. The qualitative phase involved 12 participants, while the quantitative phase comprised 377 individuals selected as samples. Data collection methods included semi-structured interviews for the qualitative portion and a researcher-developed questionnaire for the quantitative part. For qualitative data analysis, an open, axial and selective coding approach was applied, while confirmatory factor analysis was employed to analyze the quantitative data. The research findings delineated the principal dimensions of the lesson study enhancement model, which encompassed strategic perspectives, school dynamics, structural and individual factors, research orientation, educational improvement, and educational development. The requisite components for realizing this model comprised foresight, realism, competitiveness, systems thinking, consideration of teachers' abilities, meeting teachers' needs, providing facilities, enhancing organizational communication, motivational factors, organizational elements, embracing participatory management, monitoring and evaluation, organizational well-being, modeling, efficiency enhancement, fostering scientific thinking, and cultivating a culture of learning. Moreover, the fit indices confirmed that the presented model exhibited a robust fit.
Mr. Ahmad Akbarkhansari, Dr. Gholamreza Sharifirad, Dr. Aliakbar Khoshgoftar Moghadam, Dr. Jafar Rahmani,
Volume 5, Issue 3 (9-2023)
Abstract
The present study aimed to examine the competency evaluation model of primary education managers. The current research is applied in terms of purpose and quantitative in terms of data collection which was carried out by structural equation modeling method. The research data was used through a researcher-made questionnaire. The statistical population included all the primary education principals of Lorestan province (Iran) in 2021, and 330 people were selected by cluster sampling method based on the Krejcie and Morgan table. To examine the model, structural equation modeling method was used in PLS software. The results indicated that the coefficient of determination (R2) is equal to 0.99, which is higher than the value of 0.67, and according to the fit indices, the proposed model benefits from a good fit. Since the t values for all direct effects were higher than 1.96, all the relationships in the model were confirmed.
Mr. Jaber Eftekhari, Dr. Hojjat Eftekhari,
Volume 5, Issue 4 (12-2023)
Abstract
Objective: Moral Intelligence encompasses the capacity to discern between what is morally right and wrong, possess firm moral convictions, and actively apply these principles in one's actions. It is imperative to recognize that moral values are not hereditary, but rather acquired through learning. Consequently, the aim of this investigation is to assess the Elementary School Heavenly Gifts books in light of Borba's perspective on the various facets of Moral Intelligence.
Methods: The approach employed in this descriptive study is content analysis, which involves scrutinizing the information contained within five volumes of Elementary school textbooks from the academic year 2020-2021, employing a content analysis checklist tool in accordance with the Components of Moral Intelligence. Subsequently, the desired Components were identified as criteria for analysis, and the content of the book was examined utilizing William Rumi's technique.
Results: The findings indicate that the level of attention devoted to the Components of Moral Intelligence in the content of the Elementary School Heavenly Gifts books is moderately effective, necessitating the need for editorial revisions to enhance the focus on Moral Intelligence and its various Components. Notably, the third Grade Heavenly Gifts book demonstrates the lowest level of involvement (ISE = 0.67), while the sixth heaven Heavenly Gifts book exhibits the highest level of involvement (ISE = 0.83). Additionally, the results of the Chi-square test (Sig: 0.001, Chi-Square: 21.636) demonstrate a significant difference between the Components of Moral Intelligence at a 0.001 level of significance.
Conclusions: According to the results there is a significant difference between two interventions Therefore, the Component of Kindness holds the highest frequency at 8.50%, whereas the Component of Fairness possesses the lowest frequency at 4.78% among the Components of Moral Intelligence.
Hamideh Zahedi, Dr. Amir Hoshang Mehryar, Dr Nadereh Sohrabi, Dr. Maryam Zarnaghash,
Volume 5, Issue 4 (12-2023)
Abstract
Objective: Development of a healthy identity can significantly affect the formation of other traits, including self-esteem and body image, in individuals. The aim of the study was to develop a sexual education program and evaluate its impact on the self-esteem of elementary school children.
Methods: It was a quasi-experimental study with a pre-test-post-test design, which included a control group. The statistical population consisted of all elementary school girls in Shiraz (Iran) in 2021, and the sampling method was random from the girls' elementary schools in Shiraz. The participants were 30 female students who were randomly assigned to two groups, experimental and control, each with 15 individuals. The Cooper Smith Self-Esteem Inventory (SEI) was used to measure self-esteem.
Results: The multivariate covariance analysis indicated that the F-statistic for personal and social self-esteem variables was significant (p < 0.001), but not for the family self-esteem variable.
Conclusions: Therefore, implementing the sexual education program for elementary school children has a positive and significant effect on personal and social self-esteem.
Dr. Fatemeh Alipour, Mrs Zahra Aghaali,
Volume 5, Issue 4 (12-2023)
Abstract
Objective: The purpose of this research is to investigate the relationship between organizational spirituality, organizational commitment, and organizational ethics among male elementary school managers in Qom city in 2022.
Methods: This study is applied in terms of its objective and correlational in terms of the method used. The statistical population of the research includes all male managers at the elementary level in Qom city, totaling 360 individuals. Using multi-stage sampling, a sample of 81 individuals was selected. They were evaluated using Milliman et al.'s (2003) Organizational Spirituality Questionnaire, Allen and Meyer's Organizational Commitment Questionnaire, and Hunt et al.'s Organizational Ethics Questionnaire. Descriptive and inferential statistical methods (multiple regression) were employed for data analysis.
Results: The results indicate a significant positive relationship between organizational spirituality, organizational commitment, and organizational ethics among the managers. Moreover, each dimension of organizational spirituality has a positive and significant relationship with organizational commitment and organizational ethics.
Conclusions: Confirming the relationship between organizational spirituality, organizational commitment, and organizational ethics suggests that managers' attitudes towards spirituality can help improve employees' commitment and ethical conduct, consequently leading to overall organizational performance enhancement. Therefore, serious attention should be paid to the concept of organizational spirituality, and efforts should be made to enhance it.
Khatereh Rezaei, Mahdi Bagheri, Mojtaba Moazzami, Dr. Hosseinali Jahed,
Volume 5, Issue 4 (12-2023)
Abstract
Objective: The current study was undertaken with the aim of formulating a model for the dimensions of succession in primary school principals through the application of structural equation modeling.
Methods: The present study utilized a mixed research design, incorporating both qualitative and quantitative approaches. The qualitative phase employed thematic analysis, while the quantitative phase employed survey methodology. The qualitative sample consisted of units of analysis from Nahj al-Balagheh and experts in religious sciences in this particular field. In contrast, the quantitative sample comprised principals from secondary schools in Tehran. Data collection in the qualitative phase was conducted through interviews with experts, while the quantitative phase gathered information through the use of a questionnaire.
Results: The findings revealed the dimensions of succession among school principals as derived from the teachings of Nahj al-Balagheh. These dimensions encompass social capabilities, creative management, specialized capabilities, managerial capabilities, effective management within a meritocratic system, personality traits, and motivation. Furthermore, the model derived from the qualitative data was subjected to testing through structural equation modeling, demonstrating a favorable fit with the data.
Conclusions: The findings of this study offer valuable insights to senior education managers in the selection process for primary school principals, ultimately contributing to the enhancement of management skills among this group.
Ali Mohammad Ahmadi Gharacheh, Azita Salajegheh, Ali Shojaeifard,
Volume 6, Issue 1 (3-2024)
Abstract
Objective: The primary aim of this study is to examine the impact of interactive and non-interactive multimedia education on the citizenship skills and social intelligence of sixth grade elementary school boys.
Methods: The research design employed in this study is semi-experimental, using a pre-test-post-test design with a control group. The study encompasses all primary boys' schools in the second period of Shiraz city, with a sample of 60 participants selected through available sampling, divided into two groups of 30 individuals (experimental group and control group). The research utilizes various instruments such as the citizenship skills questionnaire, the social intelligence scale, as well as interactive and non-interactive multimedia tools.
Results: The obtained data were analyzed using univariate and multivariate covariance analysis, revealing a positive and statistically significant impact of multimedia-based education on social intelligence, citizenship skills, and other factors including self-confidence, decision-making abilities, orderliness, responsibility, emotion control, conflict resolution, acceptance of others, ability to participate, and environmental preservation. Moreover, multimedia education demonstrates a positive and significant influence on social information processing and social awareness.
Conclusions: Consequently, this study demonstrates the potential of interactive and non-interactive multimedia education as an effective intervention for enhancing the citizenship skills and social intelligence
