Study of the effect of instruction based on abacus on creativity and Self-Efficacy of students in primary schools in Urmia Study of the effect of instruction based on abacus on creativity and Self-Efficacy of students in primary schools in Urmia
The purpose of the present research was to study the effects of instruction based on abacus on creativity and self-efficacy among forth grade students in male primary schools in Urmia. An experimental and a pretest-posttest control group design method have been applied in this regard. Statistical sa...
| Main Authors: | , |
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| Format: | Article |
| Language: | fas |
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University of Sistan and Baluchestan
2017-06-01
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| Series: | مطالعات روانشناسی تربیتی |
| Subjects: | |
| Online Access: | https://jeps.usb.ac.ir/article_3239_29ebef173299bcec6250217dc37670a7.pdf |
| Summary: | The purpose of the present research was to study the effects of instruction based on abacus on creativity and self-efficacy among forth grade students in male primary schools in Urmia. An experimental and a pretest-posttest control group design method have been applied in this regard. Statistical sample is included 50 students that selected by cluster sampling method. They divided randomly in two experimental and control groups. The experimental group received instruction based on abacus in 16 meeting while the control group received no intervention. The instruments of this research were Creativity of Torrance and Self-Efficacy of Sharar Questionnaires that respectively the relaiability of them was 0.85 and 0.81 by Cronbach’s Alpha Coefficient. For analyzing the data has been used Kolmogorov Smirnov and Covariance test. The data analysis by Covariance test indicated that the students who were in experimental group had a significant effect in the creativity and self-efficacy while the students in control group showed no significant difference, as symptoms of creativity and self efficacy has increased. The results of this research suggest that the instruction based on abacus is helpful to increase the ability and skills of students in arithmathic. |
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| ISSN: | 2228-6683 2783-5235 |