حسن ضابط

Multi-grade classes are one of the realities of our educational system. Academic motivation is known as a challenge for educational systems in developing countries. According to the rapid advances in science and technology, the utilization of blended learning seems to solve this challenge. This study aimed to investigate the effectiveness of blended learning on students' academic motivation in multi-grade classes. The study was quasi-experimental with a pre-test-post-test design with the control group. The statistical population was all students of primary multi-grade classes in Ghaen (n=2200 with 160 classes). The statistical sample was 28 multi-grade students selected using the two-stage cluster sampling method. Also, to collect data, Harter's academic motivation questionnaire was used with Cronbach's alpha of 0.92. The SPSS application and covariance test used to analyze the data. The results showed that academic motivation scores in the experimental group were more than the control group (p≤0.05, f (25.1) = 4.23). According to ETA squares, the blended approach explains 37% of the variance of academic motivation post-test scores (p<0.05, ŋ2=37%). According to the findings and the challenges of teaching in multi-grade classes, this method is not just one option but seems to be the best solution for resolving multi-grade problems.

With the corona epidemic, virtual education has received the attention of the educational system more than before. Taking advantage of virtual education regardless of its basic principles and possible challenges will cause obstacles and problems in the implementation, effectiveness, and practical use of its capacities. The aim of the current research was to study the phenomenological challenges of virtual education and evaluation in primary schools from the perspective of teachers and parents. The research method was qualitative and phenomenological. The participants were 34 teachers and parents of elementary school students of Gonabad city (17 persons in each group), who were selected using the snowball sampling method. To collect the data, a semi-structured interview was used. Based on theoretical saturation, 34 interviews were conducted. To analyze the data, the seven-step Claysey method was used. After removing similar items and formulating concepts, the data analysis process led to the extraction of 48 sub-concepts. Sub-concepts were categorized under 4 main categories: 1) cultural and social challenges, 2) technical and infrastructure challenges, 3) educational challenges, and 4) ethical challenges. The results of the present study can be used to solve possible challenges and increase its effectiveness while using the capabilities of virtual education.