Safdar Nabizadeh; Rasool Kord Noghabi; Abolghasem Yaghoobi; Khosro Rashid
Abstract
The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and mindfulness-based social-emotional learning on the components of social-emotional competence and children's academic performance. The method of this study was quasi-experimental with post-test pre-test design ...
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The aim of this study was to compare the effectiveness of mindfulness-based stress reduction and mindfulness-based social-emotional learning on the components of social-emotional competence and children's academic performance. The method of this study was quasi-experimental with post-test pre-test design with unequal control group. The study population consisted of male students of the second elementary school of Hamedan in 1397-98, that 54 students of whom were selected by cluster sampling method and were divided into two experimental groups (18 people) and a control group (18 people). First, students in the experimental and control groups filled the Zhou and Ee (2012) Socio-Emotional Competence Scale and the researcher-made academic performance test in the pre-test stage. Then, one experimental group was trained in mindfulness-based stress reduction method in 10 sessions and the other experimental group was trained in mindfulness-based social-emotional learning method in 18 weeks (90 audio files) and the control group no received interventions. After completing the training, all groups completed the tool again in the post-test phase. The results of analysis of covariance showed that the effectiveness of two methods of mindfulness on increasing the components of social-emotional competence and academic performance was significant (p< 0.01). But no significant difference was observed in the effectiveness of the two methods (p> 0.05). Based on these findings, it can be concluded that mindfulness can be used as an effective method to promote social-emotional competencies and academic performance in primary schools.
fatane fathi; rasol kordnoghabi; abolghasem yaghoobi; khosro rsshid
Abstract
Today, the world of education has shifted its focus from teaching to learning And such an approach is achieved with extensive knowledge of information technology and rich technologies. Therefore, the purpose of this study was to compare education with traditional methods and education with educational ...
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Today, the world of education has shifted its focus from teaching to learning And such an approach is achieved with extensive knowledge of information technology and rich technologies. Therefore, the purpose of this study was to compare education with traditional methods and education with educational software in the levels of learning, understanding and application of Mathematics and science in sixth grade female students in Khorramabad. Participants in this study included sixth grade students. This study was conducted on two sixth grade students from two schools, one with educational software and the other no educational software. For this purpose, 60 elementary sixth grade students of Khorramabad city were selected by cluster sampling method. The research tools included the Bloom Educational Objectives Survey Questionnaire designed to measure students' learning levels at the level of knowledge, understanding and application in mathematics and science. Multivariate analysis of variance was used to analyze the data. The results of multivariate analysis of variance showed that there is a significant difference between traditional education and software training in the levels of knowledge, understanding and application of mathematics and science. One-way analysis of variance showed that there is a significant difference between the traditional teaching method and the software-based teaching method in the learning levels of science and mathematics at the level of understanding the mathematics and the knowledge levels of the science lessons.
