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Showing 2 results for Female Students

M. Manteghi, Sh. Farmani, F. Poormand,
Volume 1, Issue 2 (3-2014)
Abstract

The goal of this research is to investigate the effect of informal education on female and male students of Khurazmi University. The method of research is survey research. The scale is based on primary interviews, creating research questionnaire, investigating the facial and content validity of questionnaire and calculating the cronbach’s alpha of the questionnaire. Verifying the psychological aspects of the questionnaire, they are distributed among 850 male and female students equally. By removing the falsified questionnaires the 733 were investigated. The results imply that in factor analyses of the data, 13 factors (47.48%) have been identified. The performed comparative study of female and male students showed that the female students in religious studies, increasing religious knowledge, acquainting with globalization and political thought are standing in a higher level than male students. On the other hand, male students in considering the essence of religion and morality instead of religious rules, political views and activities, abuse of technology and cultural retardation are standing in a higher level than female students.

 


Mrs Nasrin Darezereshki, Mr Kazem Barzegarbafroee, Mr Ahmad Zandvanian,
Volume 5, Issue 2 (9-2017)
Abstract

The aim of this study was to examine the effectiveness of teaching philosophy on the way community of inquiry on critical thinking and its dimensions of female students in fifth grade in Yazd. The study population included all fifth grade students in Yazd in academic year 2015 – 2016. The research method was quasi-experimental with pretest-post test on experimental and control groups. For this purpose, 30 students were selected by using convenience sampling and they were randomly assigned to two groups, experimental group (n = 15) and control group (n = 15). The critical thinking questionnaire of Watson- Glazer was used for gathering data. Philosophy on the way community of inquiry was taught to the experimental group during 12 sessions (each session was 60 minutes). Results of examining hypothesis by using analysis of covariance (significance level = 0.05) showed that teaching philosophy on the way community of inquiry has effect on critical thinking and its dimensions (perception, inference, interpretation and evaluation of logical reasoning), and it has improved them.



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