Psychology

This study was conducted with the aim of analyzing the effect of teaching problem solving skills and Locus of Control on the academic achievement of mathematics students. The research method was quasi-experimental with a pre-test and post-test control group design. The study’s population comprised of students studying in the third year of Guidance school during the academic year of 89-90 in the town of Lordegan from which 30 students were selected via multi-stage cluster sampling. The subjects were then randomly divided into the experimental group who were taught problem solving skills and locus of control and the control group. To measure the reliabilities of the academic achievement tests and the open- trial test the researchers used Cranach Alpha which showed reliability coefficient .88 and .84, respectively. The data were analyzed through covariance analysis. The results showed that the teaching of problem solving skills and Locus of Control had significantly affected the academic performance of the mathematics students (p<0/001). The results of Turkey's post-hoc test revealed that there was no significant difference between the effects of teaching problem solving skills and the teaching of Locus of Control on the academic performance of the experimental group’s students (p>0/001).

Problem solving method is a student-centered learning model which develops active learning and creative thinking. Using this method has very importance to the discipline of mathematics and it is the nature of mathematical thinking. The purpose of this research is the study of effectiveness of using problem solving method on improving mathematics achievement and creativity of 5th grade primary school students. The sample of the research was consisted of 60 5th grade female primary school students in shahr-Rey, Iran. These students were selected using simple random assignment. In this study quasi-experimental design was implemented which had pre-test/post-test and control group. Experimental group (30 students) was taught problem solving method but control group (30 students) was instructed same science content as traditional teaching methods for same length of time. The Torrance's test of creative thinking (TTCT) and mathematical achievement test were administered to both groups before and after the instruction as a pre and post test. Results of the study reveal that experimental group students have higher mean scores than control group students in post achievement test and post TTCT test while there is no significant difference between experimental and control groups students’ pre achievement test and pre TTCT test scores.

This research aims to study the effectiveness of phonological educational intervention on the reading performance of students with developmental dyslexia. It was experimentally conducted using a pretest-post test scheme, a control group & the multiple sampling method in which 16 3rd grade female dyslexic students who met the research admission criteria were selected in the simple random method from Esfahan City public elementary schools and who were randomly assigned to 2 experimental and control groups. For information gathering, the 3rd grade elementary school reading test and list of dyslexia symptoms whose reliability and validity had been approved were used. Data were analyzed using the covariance analysis statistical method and SPSS software. The results showed a significant difference (P?0.001) between the 2 experimental and control groups. It can thus be said that phonological educational intervention is effective on the reading performance of dyslexic children and the method can be used to optimize such children's dyslexia.

This study was a natural experiment in 2012, the number of 361 students who were selected randomly from among area students Gvavr has been done. Based on a study that used the effect of fasting on the self-esteem of the students had been performed [ 3 ] , the ratio of approximate p1 and p2 defined with respect to the extent of 99% and can test 80 % sample size of 354 patients was estimated . People who are less successful than days of fasting, those with acute problems, such as the death of a loved family, accident, and that it was caused low mood, loss of students with significant academic and other learning problems people were also very pleasant things, like getting married, buying a house, car and they had been excluded

The aim of this study is to examine the difference between attachment styles and early maladaptive schemas among depressed patients with previous suicidal intention and without any previous suicidal intention with normal population in the city of Kerman. A sample of 90 patients has been selected for this purpose. This statistical sample consists of 30 depressed patients with previous suicide intention, 30 depressed patients without previous suicide intention, and 30 nonclinical populations. The sampling method was convenience method. In order to collect the research data, the short questionnaire of Young and the questionnaire of adult attachment styles have been used. Multi-variable variance analysis and Tukey method have been employed in the SPSS for analyzing the research data and testing the research hypotheses. The findings of this study revealed that there is a significant difference between scores of schemas and attachment style among three sample groups. The results also revealed that there is a significant difference between two clinical and nonclinical groups in terms of schemas except devotion and strict criteria. Another part of the results revealed that there is a significant difference between two clinical groups in terms of insufficient restraint/self-discipline, fault/shame, vulnerability toward damage and illness, and captive. Also a significant relationship has been observed between unsafe attachment (avoidance) styles and potential suicide of the depressed people.

The study is to explain the role of education on social development and progress, individual development and progress and to explain the dynamic relationship among the concepts. Education is not only an instruction but also a procedure to be taken place in society. To inculcate the value system in their confused minds and make them value-oriented powerful leaders, educational institution should take the initiative to impact value based spiritual knowledge to this new generation. Education as an essential activity in the development of society has seen major transformation, from which the new methods and models of the modern educational system have resulted. Education represents the basis of a society oriented towards the future knowledge becomes the main component of the economic and social growth and the economic crisis becomes an impediment in the development of the knowledge based-society. The present research paper clarifies the comparative importance of education with a holistic approach for the human civilization so far as travelled a long way with so many success stories of development in its hand. Education is of course, a boon for the human life. But it is equally true that the education should not only be learning concept. Value based education plays a pivotal role in the holistic development of student as the results of several search experiments have shown. Education plays a vital role to a productive, good live. It improves the value and excellence of one’s life as well. Education motivates self-assurance and provides us with the things we need to partake in today’s world to make us more independent and aware of what is going on in the world today, along with the awareness of opportunities and rights. People crave for money, power and pelf. They are ready to jeopardize the interest of other people in pursuit of their selfish gains. This is the present scenario which needs to undergo change in order to have peaceful society. The present paper is an attempt to state the comparation of value education in the present education system so that the future generation with nourish high ideals and values to contribute in the development of the society.

The aim of this study was to examine factor structure and explore the psychometric properties for Urdu version of Test Anxiety Inventory. 2,145 secondary and higher secondary science students were selected as sample from the Punjab province in Pakistan appearing in 10th grade Board examinations. The value of alpha reliability for TAI was .893 in the pilot study. But in the final study, alpha reliability values for different scales of TAI (TAI-Total, TAI-Worry, and TAI-Emotionality) ranged from 0.66 to 0.81 with the individual student as the unit of analysis and from 0.71 to 0.88 with the class as the unit of analysis. Similarly, The discriminant validity of an individual student as unit of analysis ranged from 0.19 to 0.32 for three scales of TAI, while the discriminant validity for class as unit of analysis ranged from 0.27 to 0.40 for these scales of TAI. A three-factor structure consisting of TAI-Total, TAI-worry and TAI-Emotionality components showed acceptable discriminant validity and internal reliability.

Teachers’ support is key in effective implementation of formative assessment strategies towards improvement of learners’ achievement in Mathematics instruction. However, there is lack of attention it has previously received hence the need for teacher support on effective implementation of the Five key Formative Assessment Strategies(FAS) in Mathematics instruction including: Clarifying and sharing learning intentions and criteria for success, Engineering effective classroom discussions, questions and learning tasks, Feedback that moves learners forward, Self-assessment and Peer assessment towards improved learning. The purpose of this study was to investigate Teachers’ support on effective implementation of the five key Formative Assessment Strategies in Mathematics instruction in secondary schools. The study was carried out in secondary schools in Nandi County, Kenya. Proportionate, stratified and simple random sampling was used to select 12 schools, 33 mathematics teachers and 12 head teachers. Quasi-experimental mixed method intervention design was employed. Data was collected using teachers’ questionnaires, head-teachers interviews and teachers’ focus group interviews. Data was analyzed by use of descriptive and thematic analyses. The findings revealed that there was inadequate support was due to: lack of training offered to teachers on FAS, lack of adequate resources and materials, big class sizes which did not favor the good use of FAS, lack of time to plan for FAS, FAS not included in curriculum and inadequate head teacher support.The study recommends that Teacher support is needed in terms of time, curriculum modifications, resources/materials, class sizes and periods. Intensive training of head teachers and all stakeholders should also be done on the support needed for successful implementation of FAS.Curriculum reviewers must involve stakeholders (Mathematics teachers) so that the reviewed curriculum supports effective implementation of FAS in terms of class sizes, time, learning materials and class periods.

Many children are refusing to attend school or have problems remaining in the classes for an entire day. Refusal is associated with classroom climate factors and if not managed well they lead to multiple socio-economic risks spanning into adulthood. This study sought teachers’ views on classroom determinants of school refusal behaviour among lower primary schools in Nandi East district with emphasis on class dynamics. The study adopted a descriptive survey research design in which variables were studied as they are in the field without manipulation. The accessible population consisted of all the 282 public lower primary class teachers in the district. The final sample size of 152 was determined by employing Stein’s method. Stratified and simple random sampling methods were used to get the participants. Structured and semi structured survey questionnaire were used to collect data from class teachers. Cronbach’s Coefficient Alpha was used to determine the reliability of research questions; which established a reliability coefficient of .872. Descriptive statistics used to analyze quantitative data were percentages and frequencies. Statistical Packages of Social Science (SPSS) programme version 17 aided in analyses. The findings were summarized and presented in tables and figures. The study established that teachers consider the following dynamics as triggers of refusal: getting poor marks which lead to frustrations, learners inability to bring out their problems well, teachers forcing weak learners to repeat classes and learners getting demotivated because achievement and performance are not praised or rewarded. The study recommends the in -servicing of education stakeholders on nature of school refusal, improving provision of instructional materials to learners with special needs and improving school inspection.

Learning disability of students is one of the major problems faced by teachers in a normal classroom. Due to learning disability a child needs extra care and attention from the parents and teachers as well for getting proper learning. Present study aimed to investigate the role of teachers in handling learning disable students in a normal classroom at primary education level. The study was conducted on 80 primary school teachers of Abbottabad (Pakistan). It was found that although, in general, according to pedagogies, teachers should consider learning disabilities of students in class room; but teachers face problems in handling these students due to not having proper training in this context.