Parvin Kadivar
Abstract
This research was conducted to examine the role of self-efficacy, self-regulation and intelligence in school achievement of first grade high school students.• A total of 60 classes of male and female first graders were randomly selected from the sec schools in Tehran to participate in the study. ...
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This research was conducted to examine the role of self-efficacy, self-regulation and intelligence in school achievement of first grade high school students.• A total of 60 classes of male and female first graders were randomly selected from the sec schools in Tehran to participate in the study. Self-regulated learning in this study stress the importance of integrated components of the motivational as well as cognitive strategies (various cognitive and metacognitive strategies) that student use to control their learning. Analysis of the data shows that intelligence, self-efficacy beliefs and self regulation variables made independent contributions toward prediction of school achievement.
J. Kavoosian; P. Kadivar; H.R. Oreizi
Abstract
Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has cempared equivalent and similar algebra problems classified as work, combination and dstance problems. A question of interest has been whether presenting students with samples of solved algehra verbal problems will enable ...
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Solving verbal problems is embedded in the teaching of algebra. Reed (2000) has cempared equivalent and similar algebra problems classified as work, combination and dstance problems. A question of interest has been whether presenting students with samples of solved algehra verbal problems will enable them to solve equivalent and similar ones. To provide an answer to this question, a research project was designed and carried out in two stages on third grade students in the field of physics - math. The first experiment consisted of selecting 44 third grade physics- math students randomly, and assigning them randonly to an experimental and a control groups. In the exercise phase irrelevant problems were presented to the control group, but the experimental group was presented with relevant problems. Then both groups were presented with equivalent and similar problems as those given to the experimental group during the exercise phase. Analysis of the data indicated that there was not a statisticaly significant difference between the two groups in solving equivalent or similar problems. During the second experiment, 48 third grade physics-math students were selected and assigned to a problem- solving group and an experimental group, randomly. Both groups were presented with relevant problems during the exercise phase of the second experiment. However, during the main phase of the experiment, the problem-solving group could return to the previously taught problems, while the experimental group could not do so. Results showed that the problem-solving group had a higher performane in solving the equivalent problems than the experimental group and the difference in their means was statistically significant. However, no significant difference was found in their means of the similar algebra verbal problems.
