ISSN: 2226-6348
Open access
This study aimed to investigate the impact of educational attitudes of students and teachers on academic progress (success) of third grade middle school students in Zanjan. The population consisted of all (male - female) teachers (N=7314) and (male - female) students (N=776) in third grade middle school in academic year 2004- 2005. Using multi-stage cluster sampling method, 400 students and 300 teachers were selected as sample. The research tool for evaluating the students was Nikkhoo’s educational attitudes questionnaire with 15 questions. Also, the research tool for teachers was Minnesota’s standard questionnaire with 35 questions. The index of students’ academic success was the final exam mean in 2004-2005. The causal-comparative method was used as research method. The data were analyzed using descriptive (frequency, percentage, and median) and analytical (Mann-Whitney U) statistics. The findings showed that:
The positive academic attitudes of male students impact on their academic success. This hypothesis was confirmed at less than one percent error (P <% 1) and with over 99% confidence.
The academic attitudes of female students impact on their academic success. This hypothesis was confirmed at less than five percent error (P <% 5) and with over 95% confidence.
The positive academic attitudes of teachers impact on students’ academic success. This hypothesis was confirmed at less than one percent error (P <% 1) and with over 99% confidence.
Therefore, the results showed that the academic attitudes of male and female students and teachers impact on students’ academic achievement.
Bloom, B. S. (1984). Human characteristics and school learning (translated by Ali Akbar. Seyf.). Tehran: University Press Center.
Bromandyan, V. (1996). Elementary school students' attitudes towards mathematics and achievement in mathematics. Abstracts of new research at universities and research centers, Volume 9
Down, R. I. (2004). Teachers Attitudes. University of New Orleans(internet ,ERIC).
Education system. (2003). National Report on the evaluation and analysis of education system’s performance. Tehran: Moallef
Elisabet, H. A. (2000). Year-Round Education.(internet ,ERIC)
Fathi, T. (1995). Attitudes of students toward the school curriculum and academic achievement. Council of Education Research and Training in Zanajn.
Kheir, M. (1988). Investigating the causes of educational failure from the perspective of elementary teachers and students. Scientific Research Journal in Educational Sciences, 1 V2,95-90.
Thani, J. H. (1991). Attitude of teachers toward primary schools curriculum models. MA thesis, Teachers Training University of Tehran.
Kaplan, P. S. (2002). Developmental psychology, child adventurous journey (translated by M. Firoz Bakht). Tehran: Rasa cultural services (published in original language, 2000).
Goftar, K. A. A. (2003). Primary school teachers' attitudes towards science, mathematics, and technology and its relationship with academic achievement in science and mathematics courses in Qom. Council of Education Research and Training in Zanjan.
Rahmani, J. (2001). Investigating the relationship between students' attitudes to mathematics and the level of academic achievement in mathematics in Isfahan. Council of Education Research and Training in Zanajn.
Rezaei, A. (1996). Evaluation of different methods of interaction between students and teachers and its relationship with academic achievement of third grade students in West Azarbaijan, Zanjan’s Education Research Council.
Safi, A. (1997). Features of teacher. Tehran: parents and teachers association.
Saki, R. (1993). Teachers' attitudes about the failure and success of the students and their success rate in education. MA thesis, Allameh Tabatabai University.
In-Text Citation: (Daviran, 2014)
To Cite this Article: Daviran, A. (2014). Investigation of Impact of Educational Attitudes of Students and Teachers on Academic Achievement of Third Grade Middle School Students in Zanjan. International Journal of Academic Research in Progressive Education and Development, 3(4), 379–385.
Copyright: © 2014 The Author(s)
Published by Human Resource Management Academic Research Society (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode