kamran sheivandi cholicheh; fazlollah hasanvand; Saeed Abdolmaleki; Masoumeh Mohammadi
Abstract
The purpose of this study was constructing and validating of purposeful classroom management questionnaire in virtual education. The statistical population included students of public and Payame Noor universities in Tehran. Convenient sampling method was used and sample size according to Morgan ...
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The purpose of this study was constructing and validating of purposeful classroom management questionnaire in virtual education. The statistical population included students of public and Payame Noor universities in Tehran. Convenient sampling method was used and sample size according to Morgan table for unlimited communities was equal to 384 cases. Researcher-made purposeful management questionnaire and the Dehghanizadeh and HosseinChari Academic Buoyancy (2014) were used for data collection. Exploratory factor analysis and first and second order confirmatory factor analysis were used to analyze the data. The content validity of the questionnaire was confirmed based on the views of experts and the criterion validity was confirmed based on the correlation coefficient with Academic Buoyancy. Exploratory factor analysis showed that the purposeful classroom management questionnaire have four basic components. First and second order factor analysis indicated that the four-dimensional structural of purposeful classroom management were valid. As a result, in a situation where face-to-face education is challenged due to crises such as epidemics, natural disasters or air pollution and teachers are forced to teach virtually, measuring the dimensions of purposeful classroom management and Receiving corrective feedback based on it can be a practical tool to improve learning outcomes.
hamideh pakmehr; masoumeh azizi; Houshang Garavand
Abstract
The purpose of this study was to standardize the Art education curriculum orientation questionnaire for primary school teachers by the method of survey research. In this study, the original version of the Filani art education curriculum orientation questionnaire (2003) translated into Persian and modified. ...
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The purpose of this study was to standardize the Art education curriculum orientation questionnaire for primary school teachers by the method of survey research. In this study, the original version of the Filani art education curriculum orientation questionnaire (2003) translated into Persian and modified. Then, final form was prepared for implementation. The statistical society included all primary school teachers in Mashhad in the academic year 2020-2021 (13259 people) that 360 teachers were participated in the study using available sampling method. The validity of the questionnaire was evaluated from three aspects of content validity, structure and correlation between subscales. Examination of the comments of experts and teachers indicated the content validity of this tool. In order to evaluate the construct validity, the factor structure of the questionnaire was evaluated by confirmatory factor analysis with maximum likelihood method at the level of covariance matrix and the results showed that the confirmation model has an acceptable fit. Also, all extracted factor loads were higher than 0.40 and the distribution of questions in the subscales was approved. The correlation coefficients between subscales also showed that there are good internal relationships between subscales (P <0.001). To assess the validity of the art education curriculum orientation questionnaire, internal consistency was evaluated and Cronbach's alpha coefficients for child-centered, disciplinary and cultural subscales were 0.87, 0.88 and 0.87, respectively. Moreover, in order to compare the results of future research with the norm group in Iranian culture, the mean and standard deviation of each of the subscales of the questionnaire were reported. According to the findings, it can be said that the art education curriculum orientation questionnaire has desirable psychometric indicators.
Masoumeh Azizi
Abstract
Due to the role of teacher's emotions in the educational environment and the importance of measuring tools in this field, the present study was conducted with the aim of examining the psychometric characteristics of the emotionality in teaching. The research method was descriptive-survey and the statistical ...
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Due to the role of teacher's emotions in the educational environment and the importance of measuring tools in this field, the present study was conducted with the aim of examining the psychometric characteristics of the emotionality in teaching. The research method was descriptive-survey and the statistical population included all the teachers of second cycle of public and non-governmental high schools in Zabol city in academic year of 2019-2020 (435 people). A sample of 300 people was selected. In order to conduct the research, the emotionality in teaching (ETS) of Villavicencio (2011) and the positive and negative emotion of Watson (1988) scales’ were designed online and the relevant link was sent to the Telegram group of the statistical community. After collecting the data in the desired number, statistical analyses were conducted using SPSS21 and Lisrel8.5 software’s. Content validity, structural validity, convergent validity and confirmatory factor analysis were used to achieve validity, and internal consistency method was used to determine reliability .The experts' opinions confirmed the content validity. The correlation pattern between the subscales showed validity of the structure of this scale. Also, the results of correlation coefficients between subscales with positive and negative emotions indicated convergent validity. Confirmatory factor analysis was also acceptable and it was shown that the distribution of substances in all five subscales corresponds to the main test .cronbach's alpha coefficient was obtained for the subscales of anger, pride, pleasure, guilt, boredom and annoyance in the range of 0.79 to 0.90. Regarding the results, the Persian version of the Villavicencio (2011) the emotionality in teaching scales has sufficient validity and reliability for the Iranian society and can be used to evaluate the teaching emotions of high school teachers.
Esmail Azimi; Abbas Taghizadeh
Abstract
The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire to measure the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all students ...
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The purpose of this study was to investigate the factor structure, validity and reliability of the questionnaire to measure the level of reflective thinking. This research is a non-experimental research that has been done by descriptive-analytic method. The population of this study were all students enrolled in the teacher training courses in the academic year of 2016-2017 in Tehran, a sample of 680 students were selected by Cluster random sampling and responded to the Kember et al(2000) reflective thinking questionnaire of which, 636 questionnaires could be analyzed. Data were analyzed using spss21 and Lisrel8.8 softwares. The findings showed that the questionnaire had acceptable formal and content validities. The results of exploratory factor analysis by the principal components method, confirmed four factors named habitual action, understanding, reflection and critical reflection. These four factors account for 59.51% of the overall variance. For determining the factor validity, a confirmatory factor analysis was used which results showed that the questionnaire appropriately fit with data. All of the tests confirm the model (χ2/df=1/855As a result, it can be said that the translated version of reflective thinking questionnaire in studies related to professional development, among Iranian learners, is acceptable. This questionnaire can also be used as a learning and assessment tool.
