Noorali Farrokhi; Shirindokht Habibzadeh; Asghar Minaei; Mohammad Jalili
Abstract
The Item Response Theory (IRT) has been extensively used in the development of tools in recent years. The present study aimed at determining the standard and cut score of the medical basic sciences comprehensive test using the IRT model, the item map method. The statistical population in this study was ...
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The Item Response Theory (IRT) has been extensively used in the development of tools in recent years. The present study aimed at determining the standard and cut score of the medical basic sciences comprehensive test using the IRT model, the item map method. The statistical population in this study was all the candidates for the medical basic sciences comprehensive test of the tenth pole of Iran (n=324), and the responses of all candidates were analyzed to determine the standard and cut score. The tool used in this research was the basic science comprehensive test with 200 four-option items that was taken in September of 2016. In this cross-sectional study, Winsteps was used to analyze the items. The findings of this study showed that the test has an item reliability of PR=0.98 and an person reliability of IP=0.92 which indicated that the sample variance and test length were appropriate and the items were appropriately selected from the nine domains. Performance of the reviewers’ panel and evaluation of the items with the item map method showed that the agreement of the reviewers after three review stages included a difficulty parameter of b=1.3 and a raw score of 103. The result of this research showed that the item map method can result in higher agreement among reviewers to determine the cut score
Zohreh Zare; Keyvan Salehi; mohammad javadipour
Abstract
With the expansion of online education, creating a teacher performance evaluation system in the e-learning environment is an undeniable necessity. The present study was conducted with the aim of evaluating the quality of teachers' performance in the e-learning environment at Yasan Programming Academy. ...
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With the expansion of online education, creating a teacher performance evaluation system in the e-learning environment is an undeniable necessity. The present study was conducted with the aim of evaluating the quality of teachers' performance in the e-learning environment at Yasan Programming Academy. For this purpose, a mixed approach and repetitive mixed research method were used in three parts: qualitative, quantitative and quantitative. In the first part, the opinions of 11 experts and based on the theory method based on the data at the level of conceptual order were used to formulate the system of teachers' performance evaluation indicators. The findings in this section led to the identification of 116 indicators and their classification in the form of 19 criteria and 5 factors (communicative, educational, individual, educational, and organizational). In the second part, the required tools were compiled in three versions: parent, consultant and comprehensive. In the third part, the performance quality of all 151 teachers of the institute was evaluated. The findings from the perspective of parents, counselors, and learners show that the quality of teachers' performance is at favorable, relatively favorable, and favorable levels, respectively. Also, no significant difference was observed between the performance of general course and applied course teachers. In the end, suggestions for improvement were presented.
Mehrdad Sabet; Fariborz Dortaj; Khadije Abolmaali; Maryam alsadat Ahmadi
Abstract
The purpose of this research is to develop a self-directed learning educational package and determine its effectiveness on the academic motivation of learners in the form of a semi-experimental design (pre-test and post-test and a one-month follow-up with the experimental group and the control group) ...
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The purpose of this research is to develop a self-directed learning educational package and determine its effectiveness on the academic motivation of learners in the form of a semi-experimental design (pre-test and post-test and a one-month follow-up with the experimental group and the control group) and the application of a qualitative method in an exploratory manner. done. The statistical population of the quantitative section includes all female students of the first secondary school in Tehran in the academic year of 1400-01. Two schools from the 5th district of Tehran were purposefully selected from among the first secondary schools of the 19 districts of Tehran due to the researcher's better access. After selecting the schools and coordinating with the principals of these schools in the initial screening stage among the seventh, eighth and ninth grade students of these schools based on the formula provided by Tabanchik and Fidel (2014) as well as Pallant (2020) for pilot projects in A total of 30 students were selected and randomly divided into two experimental (N=15) and control (N=15) groups. In order to analyze the data, mixed analysis of variance and thematic analysis were used. The findings indicate that, regardless of the group, over time, the self-directed learning variable and its components, other than interpersonal communication, have improved in first-year female students. In addition, the average of the self-directed learning training group in the follow-up phase is significantly higher than the average of the control group.
Zohreh Ghasemi Mehrabadi; Sahar Safarzadeh; Parvin Ehteshamzadeh; Zahra Daste bozorgi
Abstract
The present study was conducted with the aim of examining the psychometric features of the time perception questionnaire and its relationship with executive functions (working memory and organization) in children with attention deficit/hyperactivity disorder in Tehran in the academic year of 2023-2024. ...
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The present study was conducted with the aim of examining the psychometric features of the time perception questionnaire and its relationship with executive functions (working memory and organization) in children with attention deficit/hyperactivity disorder in Tehran in the academic year of 2023-2024. This research was fundamental in terms of purpose and descriptive-correlation in terms of method. A sample of 264 children with attention-deficit/hyperactivity disorder was selected by direct sampling. Data were collected using Quartier (2008) children's perception of time questionnaire and Gioia et al.'s (2000) behavioral rating list of executive functions. Data analysis was done with confirmatory factor analysis, Cronbach's alpha test, Pearson's correlation coefficient and regression in AOMOS-24 software. The results of the confirmatory factor analysis confirmed the five-factor model (anticipation, duration of reaching the goal, sequence over time, orientation in time and duration in mental estimation) of this questionnaire (df/2=1.52, CFI =0/912, GFI =0/905, AGFI = 0.856, and RMSEA = 0.045). It was also found that there is a positive and significant internal correlation between the components of time perception and the correlation coefficients between the five components of the time perception questionnaire and its total score with the two components of executive functions (working memory & organization) show a positive and significant relationship. Therefore, it can be said that the time perception questionnaire has convergent validity. According to the results of the present study, it can be said that the time perception questionnaire is a suitable tool for examining time perception in children with attention deficit/hyperactivity disorder.
fatemeh shohreh motlagh; zeinab sadat athari; Seyyed Ahmad Madani
Abstract
With the spread of the Corona virus, the world unexpectedly underwent various changes in all areas. The field of higher education was not excluded from these developments and the spread of this disease changed the usual and common face-to-face education to virtual education; Following this inevitable ...
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With the spread of the Corona virus, the world unexpectedly underwent various changes in all areas. The field of higher education was not excluded from these developments and the spread of this disease changed the usual and common face-to-face education to virtual education; Following this inevitable transformation, the evaluation was also changed from the face-to-face method to the virtual method. According to the mentioned basic development in education and evaluation, the aim of this research was to compare the average scores of undergraduate courses before and during the corona pandemic in Kashan University. The findings of the research showed that the average grades of the courses during the corona outbreak are higher than the average grades of the courses before the corona outbreak.These results showed that the outbreak of the Covid-19 disease has had a great impact on various aspects of higher education and conducting virtual evaluations has provided the basis for all kinds of academic dishonesty. Therefore, in view of this issue and the increase in students' course grades during the outbreak of the Corona disease, it is suggested that more attention be paid to the infrastructure of information and communication technology in order to provide the possibility of implementing more detailed supervision during virtual exams, and also regarding the process of virtual education and evaluation. Necessary training should be given to professors and students so that there is no problem due to lack of familiarity and lack of preparation to work in this space.Also, the use of continuous evaluations during the academic year is another suggestion that can prevent the negative consequences of cumulative virtual evaluations.
Esmaeil Sadri Damirchi; Nasser Abbasi; Maryam Ghahremanloo; Ali Ghorbaninejad; Mohammadreza Noroozi Homayoon
Abstract
The present study aimed to examine the psychometric properties of the General Attitude Toward Artificial Intelligence Scale in an Iranian sample. The research method was a descriptive survey in nature. A total of 414 participants were selected using a convenience sampling method. Data were collected ...
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The present study aimed to examine the psychometric properties of the General Attitude Toward Artificial Intelligence Scale in an Iranian sample. The research method was a descriptive survey in nature. A total of 414 participants were selected using a convenience sampling method. Data were collected using the General Attitude Toward Artificial Intelligence Questionnaire developed by Shepman and Radway (2020) and the Technology Readiness Scale by Chen et al. (2014). To analyze the data, descriptive statistics, Pearson correlation test, Cronbach’s alpha coefficient, and confirmatory factor analysis (CFA) were employed. The results of CFA confirmed two factors, namely positive attitude and negative attitude toward AI. Additionally, Pearson correlation coefficients demonstrated a significant positive correlation between the two subscales of General Attitude Toward AI and the four subscales of Technology Readiness, supporting the concurrent validity of the scale. The test-retest reliability of the General Attitude Toward AI Scale was examined through two administrations of the test, yielding correlation coefficients of 0.69 and 0.74, confirming its reliability. Therefore, the General Attitude Toward AI Scale is valid and reliable for measuring this construct in an Iranian sample.
Mohammad koohi; Masoud gramipour; mehdi arabzadeh; valiollah ramezani
Abstract
In recent years, bullying and victimization in schools have garnered a lot of attention from the public, media, educators, school administrators, researchers, therapists, and legislators. Investigating the variables that predict student victimization at the school and student levels was the goal of the ...
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In recent years, bullying and victimization in schools have garnered a lot of attention from the public, media, educators, school administrators, researchers, therapists, and legislators. Investigating the variables that predict student victimization at the school and student levels was the goal of the current study. During the 2020–2021 school year, all Iranian fourth-graders, instructors, and principals were included in the research population. The PIRLS 2021 study states that 1,348,842 pupils and 43,697 schools made up the entire sample size in Iran. 6,262 pupils and their parents from 218 schools—along with 218 instructors and principals—were chosen as the study sample from this population group. A stratified two-stage cluster sampling design is used by PIRLS. Multilevel analysis results indicated that socioeconomic status had a strong positive association with victimization, whereas reading self-concept and digital self-efficacy had a substantial negative link at the student level. Bullying was more common among girls than among boys. At the school level, victimization was significantly correlated negatively with school safety and discipline, emphasis on academic success, and the school's location. On the other hand, victimization was significantly positively correlated with class size and inadequate educational resources. While school-level predictors accounted for 43% of the variance in victimization at the school level, student-level predictors only explained 13% of the variance at the student level.
