https://researchbt.cfu.ac.ir/ Quarterly Journal of Education Studies en daily 1 Sun, 23 Aug 2026 00:00:00 +0330 Sun, 23 Aug 2026 00:00:00 +0330 https://researchbt.cfu.ac.ir/article_5111.html The aim of this study is to investigate and prioritize the factors affecting the teaching of social skills to students. The present research method is a survey and the statistical population is 1425 fifth grade students in Ghaemshahr city in the academic year 1401-1402, of which 193 people (143 boys and 150 girls) were selected as a sample by stratified random method. The data collection tool was a questionnaire and its reliability was also examined using Cronbach's alpha, which was 0.84 for the entire questionnaire. The data were analyzed using the T-test and analysis of variance with SPSS-22 software. The important factors that were examined include the leadership of the school principal, family culture, teaching style, existing culture in the community, and teacher leadership style. The results showed that in all dimensions of the questionnaire, the average scores of the research subjects were higher than the average of the society and the factors considered were effective in educating the students. Also, the analysis of the questionnaires states that female students have chosen the factor of culture existing in the society and male students have chosen the leadership style of the principal in the school as their most important priorities. https://researchbt.cfu.ac.ir/article_5117.html The main aim of this study was to compare self-regulation strategies, creativity and goal orientation in students with math disorders and normal fourth grade elementary school students in Azna city. The research method was applied, in terms of implementation time and logic of implementation, cross-sectional and inductive, and descriptive-survey research of causal-comparative type. The statistical population included all fourth grade elementary school students in Azna city, 859 people. From the statistical population, 200 students were selected as statistical samples using the K Math test (two groups: 100 students who obtained a z score of less than -2 in the K Math test as students with math disorders and 100 normal students) using cluster random sampling method. The Midgley et al. Goal Orientation Questionnaire (1998), the Savari and Arabzadeh Standard Self-Regulatory Strategies Questionnaire (2013), and the Abedi Creativity Questionnaire (2003) were used to collect data. To describe the data at the inferential level, Levine tests, one-way analysis of variance, and multivariate analysis of variance were used in the statistical software SPSS 22. The results of the study show that there is a significant difference in self-regulation strategies, creativity, and goal orientation in students with math disorders and normal students in the fourth grade of elementary school in the city of Azna. https://researchbt.cfu.ac.ir/article_5118.html The researcher aims at comparing functional differences between monolinguals and bilinguals through substitution to investigate the differences in the number of languages. clearly, Persian-speaking monolinguals and Arabic–Persian bilinguals is compared to investigate if linguistic background influences the use of substitution in a third language. A total of 90 male and female participants, comprising Persian monolinguals and Arabic–Persian bilinguals, participated in the research. The participants were administered a substitution-based test, which they conducted within 20 minutes and which was subsequently assessed and rated by three independent raters. The collected data were analyzed to address three research questions concerning differences between monolingual and bilingual learners, as well as potential gender-based variations within each group. The findings explored that Arabic–Persian bilinguals outperformed Persian monolinguals in their knowledge of substitution as a cohesive device in English, suggesting a positive effect of bilingualism on third language acquisition at the discourse level. However, no significant differences were investigated between male and female participants within either the monolingual or bilingual groups. These outcomes underscore the facilitating role of bilingualism in the acquisition of cohesive devices in English and contribute to a deeper understanding of the relationship between linguistic background and third language learning. https://researchbt.cfu.ac.ir/article_5119.html The present study aimed to investigate the effectiveness of generative learning-based instruction in enhancing scientific reasoning skills and academic enthusiasm among high school students. This applied research employed a quasi-experimental design with a pretest-posttest control group. The statistical population included all lower secondary school students in Aran and Bidgol during the 2024–2025 academic year. Using a cluster sampling method, 40 students were selected and randomly assigned to two equivalent groups of 20 participants each. Both groups completed the New Jersey Scientific Reasoning Questionnaire (Shipman, 1983) and the Academic Enthusiasm Questionnaire (Wiga, 2016) during both pretest and posttest phases. The experimental group received instruction based on Generative Learning Theory across eight 60-minute sessions, while the control group received no intervention. Data were analyzed using multivariate analysis of covariance (MANCOVA). The results demonstrated significant differences between the two groups at the posttest stage in both scientific reasoning skills and academic enthusiasm, including their respective subcomponents, at the p < 0.01 level. Based on these findings, it is recommended that schools adopt generative learning-based instruction as an effective educational approach to improve students’ scientific reasoning skills and academic motivation. https://researchbt.cfu.ac.ir/article_5137.html Background and Purpose: Mathematics education is frequently confronted with a crisis of engagement, where many students perceive the subject as abstract, irrelevant, and devoid of human context. This often leads to an "instrumental understanding"—the ability to apply rules without comprehending the underlying concepts—rather than a "relational understanding," as conceptualized by Skemp (1976). Such a surface-level approach contributes to poor academic performance and a lack of interest in the discipline. This study was designed to address this challenge by investigating the effect of a pedagogical strategy that integrates the history of mathematics and storytelling into an eighth-grade mathematics curriculum. The primary objective was to determine if this approach could significantly improve students' academic performance by making learning more meaningful, contextualized, and engaging.Methods: The research employed a mixed-methods approach with an embedded design, conducted during the 2024-2025 academic year. The core of the study was a quasi-experimental, pre-test/post-test control group design. The sample consisted of 40 male eighth-grade students from two public schools in Savadkuh County, Iran, selected through convenience sampling. Two intact classes were randomly assigned to an experimental group (n=22) and a control group (n=18). The experimental group received a 10-session intervention where mathematics topics were taught through historical narratives and context-based problems. The control group received traditional, textbook-based instruction. Quantitative data for academic performance were collected using pre-test and post-test.Qualitative data were gathered through semi-structured classroom observations and field notes. Quantitative data were analyzed using Analysis of Covariance (ANCOVA), and qualitative data were analyzed using Thematic Analysis.Results: The quantitative analysis revealed a statistically significant and large effect of the intervention on students' academic performance. The experimental group performed significantly better on the post-test than the control group after controlling for pre-test scores. The qualitative findings complemented these results, revealing overwhelmingly positive student reactions. Thematic analysis yielded several major themes, including Breaking the Traditional Mindset, which saw students' initial surprise evolve into genuine curiosity; Enhanced Classroom Participation and Interaction; Humanization of Mathematics and Reduced Fear of Error; and Connecting Concepts to Real-World Applications.Conclusion: The findings provide strong evidence that integrating history and storytelling into mathematics instruction is a highly effective pedagogical strategy. The approach not only leads to significant, measurable improvements in academic performance but also qualitatively transforms the learning environment. By humanizing mathematics and grounding abstract concepts in historical context, this method fosters a deeper, more relational understanding, thereby offering a potent solution to the persistent challenges in mathematics education. The study recommends the inclusion of historical-narrative components in mathematics curricula and teacher training programs. https://researchbt.cfu.ac.ir/article_5138.html The aim of this research is to compare the effectiveness of team-based learning teaching method with lecture teaching method in academic performance and self-regulation of sixth grade students in science. The present research method was semi-experimental and pre-test-post-test with a control group. The statistical population includes all the sixth grade female students of district one of Qom province who were studying in the academic year of 1402-1403, and among them, 66 students were divided into two experimental groups by means of available sampling. (33 people) and the control group (33 people) were assigned. The experimental group was trained for 8 one-hour sessions using the team-based teaching and learning method. All participants responded to Bofard's self-regulation questionnaire (1995) and academic performance test created by the researcher in the pre-test and post-test stages. After collecting the data, they were analyzed using covariance analysis. : The results showed that the use of team-based learning teaching method has a more positive effect on students' academic performance and self-regulation compared to lecture teaching method. The results of this study showed that in the TBL (Team-Based Learning) teaching method, compared to the lecture teaching method, students actively participate in the learning stages. Therefore, the TBL (Team-Based Learning) teaching method has a positive effect on improving and promoting academic performance and self-regulation skills of sixth grade students in science lessons.