مطالب

Purpose: The purpose of the present study was to provide a model of happiness for students of primary schools in Tehran. Methodology: In terms of the basic purpose, the present study was exploratory mixed (qualitative-quantitative) in terms of the nature and type of study. The statistical population of the current study included all specialists in the field of happiness, such as psychologists and sociologists, educational sciences, and quantitatively, all managers, educational assistants, and sports teachers in Tehran, which included (220 men and 280 women). Therefore, in the qualitative dimension, the sample size of the research was 16 experts in this field, and in the quantitative dimension, 334 people (144 men, 190 women) were selected using the cluster random sampling method. The measurement tool of the current research is a semi-structured interview form in the qualitative dimension, which was developed using open coding and axial coding. The formation of the said form was finalized with the help of interviews and Delphi technique from experts through selective coding. The validity and validity of this matter was confirmed with the help of experts. The research tool in the quantitative dimension was a 121-question questionnaire, which was compiled by transforming the saturated interview form by experts and by giving weight to the indicators. The reliability of the questionnaire was calculated through Cronbach's alpha and was equal to 0.958. Its validity was obtained with the help of content and confirmatory validity, which was relatively high. The research data were analyzed through the coding process based on the systematic design of the theory derived from the data of Strauss, Corbin (1998). Findings: The method of data analysis in the qualitative dimension including the open coding method, axial coding was done, and after the theoretical saturation of the experts, the model of happiness based on 3 dimensions, 11 components and 121 indicators was finalized. In the quantitative dimension, it was confirmed with the help of factor analysis test, which consisted of 3 dimensions, 11 components and the final model of the happiness pattern was confirmed. Conclusion: Based on the findings, the final model of the dimensions of the happiness model includes, in order, family (parental relations, education, economy), school (teacher, principal, classmates, employees) and environment (culture governing the society, security, rules and regulations, media ha) is.

Purpose: Descriptive evaluation, if successfully implemented can play an important role in promoting the academic success and performance of elementary students. As a result, the present study was conducted with the aim of presenting a model of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran. Methodology : The present study in terms of purpose was quantitative applied and in terms of implementation method was descriptive from type of quantitative. The research population was the heads and deputies of public universities, faculty members and experts of the Educational Research and Planning Institute, professors of education, doctoral students of education and faculty members and experts of the Research, Evaluation, Validation and Quality Assurance Center of Education in the 2020 year. The research sample based on Krejcie and Morgan table was estimated 178 people who were selected by stratified random sampling method with respect to job position ratio. The research instrument was a researcher-made questionnaire of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran (129 items) which its content validity was confirmed by experts and its construct validity was confirmed by exploratory factor analysis method and its reliability was obtained by Cronbach's alpha method for the whole 0.89 and for factors higher than 0.70. Data were analyzed by methods of exploratory factor analysis and structural equation modeling in SPSS and Smart PLS software. Findings : Findings showed that the effective factors on successful implementation of descriptive evaluation in the primary education system of Iran have ten factors and two dimensions of manpower (including four factors of teachers' ability, motivational factors, structural factors and factors related to students) and curriculum (including six factors of multidimensional curriculum, fit of curriculum with facilities, fit of curriculum with needs of individual and community, content of curriculum, flexibility of curriculum and students' satisfaction from curriculum). Other findings showed that the model of effective factors on successful implementation of descriptive evaluation in the primary education system of Iran had a good fit and both manpower and curriculum had a direct and significant effect on it (P<0.05). Conclusion : According to the model of the present study, for the successful implementation of descriptive evaluation in the primary education system of Iran, it is possible to improve the situation through the dimensions of manpower and curriculum and related factors.

Purpose: Since the prevalence of Covid-19 increased the use of e-learning and its dual importance in teaching methods, this study aimed to compare the effect of two teaching methods of brainstorming and group discussion by e-learning on learning level and interest in teamwork in social studies course. Methodology: This was an applied study in terms of purpose and semi-experimental with pre-test and post-test design in terms of implementation method. The study population was the third-grade elementary school students in district 20 of Tehran in the academic year of 2020-2021. The sample size was 60 students in two classes with 30 ones who were selected by available sampling method. One of the classes was considered as a teaching group with brainstorming method in a random way and the other class was considered as a teaching group with group discussion method. The teacher-made test of learning level in the social studies course and the teamwork interest questionnaire (Evans & Jarvis, 1986) were used to collect the data. Findings: The results of paired t-test showed that both methods of teaching brainstorming and group discussion by e-learning enhanced the level of learning and interest in teamwork in social studies course (P <0.001). The results of univariate analysis of covariance showed that the group discussion teaching method in comparison with the brainstorming teaching method enhanced the learning level and interest in teamwork in the social studies course (P <0.001). Conclusion: The results showed the effectiveness of both methods and the greater impact of group discussion teaching method compared to the brainstorming teaching method in both variables of learning level and interest in teamwork. Therefore, the use of group discussion teaching method should be prioritized to improve academic performance in social studies course.