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Showing 3 results for Attitude

Fariba Khoshbakht, Mehdi Mohammadi, Phd Reza Naseri Jahromi, Fateme Mirghafari, Maryam Safari, Faezeh Roosta, Solmaz Khademi,
Volume 8, Issue 42 (3-2021)

Due to the outbreak of coronavirus, the majority of students in more than 150 countries faced school closures in their home country, which caused parents to face unforeseen circumstances and change the type of education of their children. The purpose of this study was to assess the health-oriented attitude of elementary school parents towards the reopening of schools in the Corona crisis. This is a descriptive study that was conducted by survey method. The statistical population included all parents of Elementary school students in Shiraz. 195 parents were selected using cluster sampling. The data collection tool was the Oakfield Educational Complex Questionnaire. Data was analyzed using one-sample tests by Will Coxon and Friedman. Parents have a negative attitude towards their children's participation in face-to-face classes, but a positive one towards the possibility of supporting their children's education, ensuring the health and safety of their children and school staff and forcing their children to wear masks while unable to keep social distance from each other. Finally, parents tend to have Distant education for their children, with the goal of keeping them healthy and protecting them from corona disease. They do not even agree with the Method of virtual and non-virtual education or the division of students into small groups and their Presence on different days in the classroom. 

Dr Adel Zahed Babalan, Dr Ghaffar Karimianpour,
Volume 9, Issue 43 (12-2021)

The present study aimed to Investigating the Relationship between Attitude to School and School Bonding with the Mediating Role of Academic. The method of research was descriptive correlation with structural equation method (SEM). The statistical population of this study included all included all male high school students in the city of Thalas Babajani who according to Morgan table and using multi-stage cluster sampling method, 200 students were selected as samples. To collect data, McCoach, Siegle Attitude to School questionnaire (2003), khormaei and kamari (2017) academic hope questionnaire and rezaeisharif (2010) school bonding questionnaire was used. The results of data analysis showed that Attitude to School has a direct effect on school bonding (β=0/44), Academic hope has a direct direct effect on school bonding (β=0/49), Attitude to School has a direct direct effect on Academic hope (β=0/59). And Attitude to School through Academic hope on school bonding has an indirect effect (β=0/28).

Dr Yahya Gordani, Mrs Asma Ejdehakosh, Samira Sedighi,
Volume 12, Issue 46 (9-2023)

The purpose of this research was to investigate the effect of applying a teaching methodology which integrated artificial intelligence Chabots on second language learners’ speaking skills, achievement motivation, and their attitude towards learning it as a second language. The statistical population of the study included 60 English language learners who studied at Salman Farsi University in Kazerun during the academic years of 2021-2023. The selected sample was randomly assigned into two experimental and control groups. The research method was an experimental method with a pre-test-post-test design with a control group. At first, the pre-test of the English language proficiency was administered to both groups, and then, for 15 weeks, the experimental group was taught with the integration method of the Alexa Chabot, which is an English conversational Chabot, and the control group was taught via the traditional teacher-textbook method during the same period. At the end of the training course, the post-test of speaking skills and the motivation questionnaire was administered to both groups. T-test and multiple variance analysis were used to analyze the data. The results of the data analysis showed that the teaching method with the integration of Chabot is effective in significantly improving learners’ speaking skills, achievement motivation, as well as the learners' attitude towards learning English. The results are discussed and suggestions for further research are made.

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