Payame Noor University Research Articles

The Effects of 12-Week Aerobic Exercises on Rate of Mental Health in Male Students of Ahvaz Payam Noor University

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The Effectiveness Of Incidental Teaching Of Grammar To Iranian Students

This article reports the results of a study and a pilot study. The ‘study’ considers the effectiveness of incidental teaching of grammar in a learning class of English As A Second Language by Persian speaking students. The ‘pilot study’ examines the students’ attitudes toward the incidental learning of grammar from the perspective of field dependent/independent. The subjects of this study are two groups of EFL learners, a total of 30 students studying at Sabzevar Payam Noor University, Iran. English proficiency was measured by the TOEFL and an oral test of communicative competence. Grammar is presented in two series of lessons. The first, a series of ten grammar lessons, provides an intensive review of grammatical points for beginning ESL students. These lessons assume a low vocabulary level, include a simple grammatical generalization, and provide extensive practice of specific grammar points using a wide variety of exercises. A built-in review is provided for items that are missed in each exercise. The second series, six advanced grammar lessons, provides extensive reinforcement and practice of a wide range of advanced grammar points. Each lesson consists of at least four mechanical exercises, including substitution, transformation, question/answer, and fill-in-the-blank drills. The focus in this study is on learning grammar, in general, and passive voice, in particular. A pre-test is administered to be certain. This test consists of 60 multiple-choice questions. The subjects fortunately are almost at the same level; the averages are very close. The subjects were divided into two groups: control and experimental. Then the easy texts, which include the grammatical points, are taught incidentally to the experimental group, whereas explicitly to the control group. A test is carried out for the groups. Then in the following term, the same groups are taught the advance materials followed by a test. The results indicate that the use of an incidental method of teaching does not show a significant priority over the explicit one. In reality, the control group does better, especially with the advanced materials. Concerning the pilot study, a questionnaire is distributed among the subjects to identify the field dependent/independent ones. The aim of this pilot study is to identify what kinds of students are more interested in incidental learning of grammar. Five students are selected from each group. The analysis of the data concerning their reception of the method of teaching and the outcome of the groups is carried out. The study does not show a significant difference between field dependent/independent students concerning incidental learning.

NOTE FOR EDITOR: Study of Learning Styles and Their Roles In The Academic Achievement of The Students of Payame Noor University (PNU)

This paper reports on a research done to study learning styles and their roles in the academic achievement of the students of Payame Noor University (PNU), Ardebli center, Iran. 184 students (90 male and 94 female students) in the fourth semester are chosen as our sample using Cocran's formula and random sampling. The questionnaire memletics is used to collect data about learning styles. Reliability of this questionnaire is calculated as a=0.81 using Cronbach's alpha. Total average of students' scores in four semesters is taken as a criterion for academic achievement. Findings show that most of male students use verbal and solitary learning styles. Most of female student use aural and verbal learning styles. The academic achievement of female students is more than the academic achievement of male students. Among the students of Payame Noor University, those who use visual learning style have the greatest achievement. Students with social, aural, verbal, and solitary learning styles are in the following ranks respectively. Students with logical and physical learning styles have the least academic achievement.

Management education and increased managerial effectiveness

This paper addresses the effectiveness of the processes involved in business administration proprammes for managers in Iran. It aims to understand the foundation of appropriate business administration for managers and to explore their views and perceptions in relation to the skills and knowledge required of them.The methodology employed consists of survey questionnaire and fieldwork involving semi‐structured interviews as the main sources of qualitative and quantitative data. The respondents were current participants in business administration programs at the Payame Noor University. The study tested the validity and relevance of the “integrated model” of managerial skills in order to identify the required categories of skills and knowledge, namely task, people, and self‐related skills. The results showed that a combination of these skills enables the managers to work more effectively. However, there seems to be a gap between what is offered and what managers actually need. Also it was discovered that in Iran business managers tend to place more emphasis on the importance of the task and self‐development categories of knowledge and skills rather than the people‐related ones. These results have numerous implications for the business schools and other universities who deal with managers in Iran.

The Classroom Environment Study: Teaching for Learning

Previous articleNext article No AccessFocus on the IEAThe Classroom Environment Study: Teaching for LearningLorin W. AndersonLorin W. Anderson Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Comparative Education Review Volume 31, Number 1Feb., 1987Special Issue on the Second IEA Study Sponsored by the Comparative and International Education Society Article DOIhttps://doi.org/10.1086/446656 Views: 11Total views on this site Citations: 17Citations are reported from Crossref Copyright 1987 The Comparative and International Education SocietyPDF download Crossref reports the following articles citing this article:Leonidas Kyriakides, Charalambos Y. Charalambous, Evi Charalambous Using ILSAs to Promote Quality and Equity in Education: The Contribution of the Dynamic Model of Educational Effectiveness, (Sep 2022): 253–276.https://doi.org/10.1007/978-3-030-88178-8_13Leonidas Kyriakides, Charalambos Y. Charalambous, Evi Charalambous Using ILSAs to Promote Quality and Equity in Education: The Contribution of the Dynamic Model of Educational Effectiveness, (Nov 2021): 1–24.https://doi.org/10.1007/978-3-030-38298-8_13-1Saeed Ahmadi, Abdollah Keshavarzi Comparing Educational Efficiency Among Male and Female Literature Teachers Graduated from Islamic Azad University, State University and Payamnoor University, Procedia - Social and Behavioral Sciences 83 (Jul 2013): 926–931.https://doi.org/10.1016/j.sbspro.2013.06.173Kathryn Anderson-Levitt Translating as nudging teachers toward “best practice”, ZDM 44, no.33 (May 2012): 445–448.https://doi.org/10.1007/s11858-012-0419-9Elena Jurasaite-Harbison Workplace Learning in Informal Contexts, (Jan 2012): 79–100.https://doi.org/10.1007/978-94-6209-077-4_5 Dong-Yeol Park, Young-Jun Heo, Jin-Gu Kim, Kang-Ho Kim, Chyul-Young Jyung The Basic Learning Ability of Vocational & General High School Students and Its Related Variables, Journal ofAgricultural Education and Human Resource Development 42, no.33 (Sep 2010): 1–23.https://doi.org/10.23840/agehrd.2010.42.3.1Njoki Nathani Wane Indigenous Education and Cultural Resistance: A Decolonizing Project, Curriculum Inquiry 39, no.11 (Jan 2015): 159–178.https://doi.org/10.1111/j.1467-873X.2008.01443.xHersh C. Waxman, Yolanda N. Padrón The Uses of the Classroom Observation Schedule to Improve Classroom Instruction, (Jan 2004): 72–96.https://doi.org/10.1017/CBO9780511616419.004Kathryn M. Anderson-Levitt A World Culture of Schooling?, (Jan 2003): 1–26.https://doi.org/10.1057/9781403980359_1Kathryn M. Anderson-Levitt Teaching Culture as National and Transnational: A Response to Teachers’ Work, Educational Researcher 31, no.33 (Jul 2016): 19–21.https://doi.org/10.3102/0013189X031003019Dennis R. Herschbach Improving training quality in developing countries, International Journal of Manpower 18, no.1/21/2 (Feb 1997): 90–118.https://doi.org/10.1108/01437729710169300Hersholt C. Waxman, Shwu-Yong L. Huang Motivation and Learning Environment Differences in Inner-City Middle School Students, The Journal of Educational Research 90, no.22 (Jul 2010): 93–102.https://doi.org/10.1080/00220671.1996.9944450Hersholt C. Waxman, Shwu-Yong L. Huang Differences by Level of Technology Use on Students' Motivation, Anxiety, and Classroom Learning Environment in Mathematics, Journal of Educational Technology Systems 25, no.11 (Sep 1996): 67–77.https://doi.org/10.2190/8HGJ-XRJV-3V9P-KQL5Bruce Fuller, Conrad W. Snyder, David Chapman, Haiyan Hua Explaining variation in teaching practices? Effects of state policy, teacher background, and curricula in Southern Africa, Teaching and Teacher Education 10, no.22 (Mar 1994): 141–156.https://doi.org/10.1016/0742-051X(94)90009-4W.H. Adriaan Hofman School Effects on Performances of Minority Pupils 1, School Effectiveness and School Improvement 5, no.11 (Mar 1994): 26–44.https://doi.org/10.1080/0924345940050103 References, (Jan 1989): 303–307.https://doi.org/10.1016/B978-0-08-037268-6.50014-5Yeoh Oon Chye, Tan Yap Kwang A Cross-Sectional Perspective on Science Performance in Singapore, Singapore Journal of Education 8, no.11 (Jan 1987): 23–54.https://doi.org/10.1080/02188798708547613