!"# $" % &'../0/ &./( &./( /5 7/ 8/ $9":/8 &!3) ":/5!8 ;":/8:)* +,-

Väljavõte

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` 5 8 F3 C39:3 8/8.: /: 5 N2D t.. F8 ) $5? 58 # /.M 1/%:.0 3P/ 8 ) A0 $5?.0;:/8.F/ 3) $5? / /8 K ) A0 $5? 8 ) FID: 9: F3U3 : $() / 3:A3 #3?80 ). ED C%a I/ D P ) U3 C/8.8).: 8 #?B05 ) b.34 F3 & ) FID: 9: 5 KI / &ED 6 8 3?80/) :/1 =>?2 &./( /5 7/ 8/ $9:/8 &3) :/5 $5? % 1=3# > ::6 6)9 *../0/ &./( ( aliakbarsaif@yahoo.com)

2 ... +/>*) +% 0 +/BC./5.0;:/8 F3 / 80 AT) F/ &:.0 &#5B #JK) 3% 1734 $58 8 $6 8.F/ r) 8 ED ) ( 5 2. / /$8D? u6i ( 3:.8 5 3) ED ) (v3t 5 )0/ &;./5) 3T l K ).F/ D)/5 3#U )./9:8 8 ; (): # v3t ( #805 / 0 C0/ ) $57.F/ T % #/ 0 :/5 C%;:/ 1/:/ % #/ S 8» ) / % #0 F3%#/ $ :/P 0/ /) &$ U? : F/ p 3%# wi02 & n8 N K /? G0: AT) 8 )/ 53: $/:/ :? C0/ $ J u6i /.( 1391&_3)«3.0;:/8 ED 5 3?/ 8 ri / /8P) 0/D) F3%#/ / A:/8 )./5 $9:/8 8 o: #F C0/ ).F/ 5 3I.0;:/8 85%: #/ / Fq C0/ ) #?B05 ) I 8 5 S; / (: / 80 8/ Q: ) &C0/) ) 30 #Y7 8 :/8P) 34 15U ZT0.:3? /X #5? x 8 U: 40 / 5 3?80 8.0;:/8 15U N/ / 0 :P E34 8 (: 35/ #3?80 &8 F3 &1982) ) E $ /? K 1 8.F/ 8 :P E34 T)@/ 8 (1374 &_3 % 1/33y /?) AT)» F/ $.3) F3 :.8 7 #0:/ $B05 ) &8 F3 # 0/ z4 /?8/:P E34 #15U / :/8. / F06 1 C0/.F/ / 3?80 0:/ &.) : 0#1( 5 #?B05 ) &F3 / 0#I &.pd?) ) 8P NU 8 C0/5 Z: / &_0{5 &8 : } #8 ;:/ :P N f0 #.«(: %/ $ F3 5 3?80 8.0;:/8 15U #. 35 ) w% # 8 8// #15U.F/ FU? #/P ) #. C0/.8 $3; # 8 / $ // #~ 8 8 f0 p/ :9Q 5 :) 8/8 /X S F3a /58 8 # (1982) ) o: /.(2010 &F5.F/ F3 5 3?80 /) p r N34 :pk N)X NX/6 / /8P) U3 # 3?80 /) D / 8 A:/8 F/?) /) 2013 ) d/ 8 ( / 02 5.(.F? : :( &:D:/ 3 8 $B05 F/ $85 8P S 2 8 (1393) C? 36 8 A:/8 5 8 f)» / A2: 3) 5./5 $B05 ) :D:/ A:/8 $90.X f0 / % 8.F/ /8 C0$% / 0 ( : F/ $3 0./) / 3D) ) &0 % ) f38 # 5 g?. $8U/ 5 f%.5) #9:/8 # (1394) A;. OIK.«F/ (U: 8 $0k.0;:/8 / %82 F3D F/ 6 8 C0/.F/ P8./5 8.F/ :D:/.3)8 $58 8 (: l/ 34.: (1394 &_3 / N2: )) 1378 &0a A#5B ) a0 5 :D:/./A:/8 F/ $8/8 D): 5 3 ) D)/5 P fi ) 3) b3 1 F/ 68 C0/.:/8 A0/? 3 ) / P8./A:/8 a0 8% #8.: %3 AT) 8.(1388 &./%# 5 A 3) F/ %./D 8 # 0./A:/8 $)8 1 C0/ / :/0/./A:/8 _3a 8% (: a0 8% I K ) F/ 13a0 42 C3) / (500) :( C39:3 ) FID: (415) C0/ (2011 ) n5 o: OIK. 32 $ F 8./P8 5 a /D 8/885 5) 9D0 %/ #F3 5.:/P &.) 3?80 )./5.0;:/8 ED F3%#/.:/8 p) ) C0/ EI Y58 ) $ d) / %/ ) ).88?) A:/8 40 / 30 NX/6 F08././5 $58 8 C0/ 8 #6/5 / q8.f/ D)/5 3#U / ( ) 32D K )./9#5B 1/o: ) A#5B $6 8 F3%#/ C0/ A0/?./9#5B C0/ o: /.8 r) 0/?1I@/ ##8 8 U3 A#5B ) K// 5 F/ $8I: 3U./ Q s% A#5B ) () o: 908 ) #) C0/ / Nq6 ) /k ;:/ ) 3) 5./5./9#5B 34 F3 ) I s% O3X8 #A#5B 6 8 C0/.(1394 &_3) t F/.0;:/8

3 128 ) I F3U3 5 ; () $58 wp%6/ &)./A:/8 8 #3: 5 #?B05 $58 (:/ 8./A:/8 F3 d0 4 1q C0/ 8.8) #/P U ; 1q ) (: 9: 5 ED o: 8 _3 )./A:/8 l/ 3: $9 8 3?80. #/P FIl. ) FID: 5 # &:P E34 : ) N34./58 K 8.8/8 3@./A:/8 34 F3 8 8// 8 3?80 z4 /.0;:/8 F/ 8( :%# 58 Y8 Y7 & #?B05. 5U $9:/8 U? ).: SD4 #9 3?80 8 ( $)8 $ ;:/ #A#5B G0:»(1982) ).: 34 F3 ) Y8 Y7 5 #?B05 ) :?/ K ) 5 0( ) 58 C0/ :/$8/8 «3 / F3 1/33y / q8 5 1: Z:» a/ G0: C0/ C33I 8 5/ (M0) F/ ( #9.(125 ) 3?80 /) ( Y7 3?80 E34 3: 5 (Y) : F/ #A#5B G0:.«. 03 #?B05 : &F/ (1390) 0&8/B:35 }: &%K}X) &S )I &(2010) 5 :58 &(1389) : & &C 0/: &&(2010)./%# 5 5/8 &(1390) )) &1987 C057/ (2016) p/ &(2010) 3 5./( )) 1990 &:5/819:) 5 &f3 (1394 &_3 / N2: ) 5 C0/ :/$8/8.: w% (1394 &_3 / N2: C057/ #A#5B.8/8 34 F3 5 P #t# ) $9:/8 / A3 8 w% ) $9:/8 8 A:/%# 5 f3 #A#5B 8 ) ://8 3= UK 5 P #t#./2 o: /.(F/ $ P/8. ) A#5B C0/ f0 /. // 8 #Ha /) 5 C0/ 0#Ha /) 5 F/ 3U :/8P) 2 / _3 F3#.FD3: :/: 2 / _3. // /./ F/ K Y8 ) _3 # 3?80 8 ƒ/t/ I/ D &fu55 &N)5 3o: 8//.F/ D)/5 IX _3 P 9/ JK ) : ) / # :5) 5 3:? 3 3:A3 #3?80 F3%#/ ) I/ D ) UK 5 P 855 # / /8/ 8.:/$8 ) ED /).0;:/8 8 (?B05 58./ $ u4) P/ ) Y8 8 3:A3 #3?80.F/ =2; )* f0 F/ C% 8 f0.f/ p # / 0k.839) 80.:/P ) G ) ) f0 ) / _3 $ // _3 :/.0;:/8 F/ C0/ ( 8 8 :3? 80 Q ) 0/ }:39) 80 / _3 3#» (1982) ) U? ).F/ F3%#/ 58 0:/ 6 /..8/8;:/ 8/: 85 03?80 /) A3 / 5 D#. CP bk 0#.D:/ 8.«) ƒp :/$8 bd?8. C?80 F3 5 ) IX F3 ) # T)@/ D02 N2: )) 1963 &C3 A#5B G0: (.:/P 0) SD6 8.8/8 A0/? IX F3 F% ) (1982 &) / ) SD6 8 F3 C3) 9DI%# &G0: C0/ Y/)» /89: F)@ IX X5 # $%: IX F3 C3) 9DI%# /.F/ % 0 0/3 8 F)@ X5 SD6 8 ) F3 ) 8 # C0/) ).«F/ 0/7550/65 C3) 8 /89: 3 8 (3:A3 3?80) IX F3 ) D02 Y/ C0/ ). %: :/ Q f% ) F3.0;:/8 ED ) FID: F3U3 F/ 5a Y o: /.) /8 $B05 #3:A3 C0/ 8 (1388 &./%# 5 A 3 / N2: )) 1994 &3 5 O0K / 3@= z4 ) a0 IX 8% / 0 &8/k? 34 8% ) 34 $/ 8P o: OIK.F/ a0 F3 C33I 8 ( N/ ) / 2: $:3?80 IX #3?80 N)5 3?80 F/ U? 3: f:.8/8 /8 3?80 o: )/ 0 b F/ /8 : 0 b 5 ) /8 $ P w7ix b ). #8 33y 0 D? / $ P w7ix b /) 3?80 C33 IX #); C0/) ) 8//.(1394 &_3) : 0 F/ /8 A:/8 5 3?80 8.0;:/8 15U 8 N C0% 8. :/5 / P).F/ 8 F3 :/8 3 3: 3?80 8// ) $39:/ 5 $ SD6 /2 1q ) / 8// 5.(2009 & I:/) 8/8 3: b f0 3?80 /) $:3?80 : F/ $8 _0 bd / ( 0 83) I /).0;:/8 8// 0;: /.(1394 &_3) ) F/ 80 / U 3?80 ) G0: ) $B05 #3: ) I 3? (1971) n7) o: /. #/P ; (: F3 8 ) /A:/8 8// d0 4?/

4 ... +/>*) +% 0 +/BC 129 / 5 f0 &./(./ :3 / 3 C3) / / U: 24. ST:/ U: 44 ;6 ) /:%:. ) $5? 8 U: 24 5 A0 $5? 8 8// C0/ A0 $5? >/ / U: 4.? /X 8 1q C0/) ) F 1D % 8 D:/:.F0 A# U: 20) $5? C0/ 8// 8/ F 2G%2 58 / 17K/ 58? /) 2 C0/ 8 $8U/ ) 9: Y32 5 Y8 8 F3 C0/ 8(KI / ) Y8 8 F3.. E KI /. / F/ 1I A#5B C35/ o: /.8 // 5 6/K./( :3 )38./3 34 F3 (2006).D? 5 F/ $ C33 A3 / t/#/ )./3?/. ) (: ) 8P 3?80 ( 8 85 o:/ ) 9: Y32 (1387 A#5B C0/ 908 &/) / N2: ) &./%# 5 /Z/ &1995) 9: U (Q //8 /0? 28 Y32 C0/.F/ T 5 / & n8 0:/ & ) UK C0/ ˆI:5 U (1387) /) A#5B 8.F/ /56 5 0/79 &0/76 &0/78 b3 ) #U 9%# F/ 0 /71 5 0/91 &0/9 &0/89 a6.f/ Y32 C0/ 8 S :58 :D%# $ #8.: F 2+2 /.0;:/8.A3 1/%: /)/ A#5B // /) ) o: 8 # / 5 A0 $5? D _3 A0 $5?.0;:/8 M^. F8 / D 10 K 8 / KI / Y8 I/ ED 6 8 3?80 /) 5 O0K / / Y8 b $/? $5?.0;:/8.?/ 8.?/ 8 d) 5 G0/ 5 O0K 5 A0 $5?.0;:/8.M 1/%: :0 6 Y32 5 Y8 8 F3 O0K / $/?. F) ) 9: ) 6 8 3?80 /) T)@/ N34 /) ) & ) FID: 9: Q M:0/5 N F3 ) 5 N2D. ED / b3 t. / $8U/ N38. $8U/ (/:) 3y ).0;:/8 #?: 5 A:/8 8) C0/ N2D bi A0 8 KI / Y8 1p/ t # z4 /.?:3?80 (1982) ) o: / #3:A3 ).ED./3 0 &P 855 #.:/8 15U # ) o: 8 3?80 _3 ) r) E 0) F/ q N 3?80 _3 5 F/3 U?:.8? 80 A:/8 C33 #3?80 0 ) / _3 3?80 / f0 # /).F/ // :/8 P F3# w% 8/8 85 3:A3 ) _3. ED 3?80 8/ 6 8 3?80 /) _3 C0/ A:/8 855 #.F/ 3: #3:A3 C0/ CP # 8 33y 5 D# 33y N)X #?B05 P. #/P ; ) # 8 33y ) (: %; # P 855 #.8/833y C0/) ) F3%#/ ) ).S # 5 F/ C% # $ ) C0/.0;:/8 ED 5 :/5 8 A:/8 #5B JK f0 bx 8. ) 9#5B &. ) ED 6 8 3?80 /) 5 T)@/.#8 /X A0 8 / ) FID: 9: 5 F3 :/ I 2 C0/ 8 $ J #3a C0/) ) ) D02 8 ED 6 8 3?80 /) A:/8 8.0;:/8 F3 ) G0/ #5 ) D02 8 ED 6 8 3?80 /) ).0;:/8 9: #U ) G0/ #5 F %3: A#5B 5 / k #3a. /) $5? ).M.A3 JK ) 0 $5? q ).0;:/8 5 $8U/ 8 ST:/ N38 ).? /X 5 A0 8 5 A0 $5?.0;:/8 F/. ) x 0/ ) :)/) # ) $ I #3y 3 /) 5 8 $5?.0;:/8 5 x 8 A0 $5?.0;:/8 ED 6 8 3?80.:3? /X G0/ 5 x +/> ;:/8 3 N 2 C0/ 8 ( d2 8 :3 $9:/8./ D%3: 8 F/./( H: / 3?:%: 5. D# N34 ) y N%. 8 5 F/ /6 Q /P 8 b3 C0/ ).83? 1q ) f0 / A3) 3?:%:

5 130 C3).3? EP b3 :D0 5 A0. ) b3 ) 0 3y ).A3 $3; F. 5 C0. &_:3%/ t5?% /?) &. C0/ /8?/.8 DI%#.F/ $ F0 ) #a5u ) 0/05 F) F05. O0K / 8 #$8/8.8) / Q &. /8?/ 5 8 $3;.F/ $ F0 3: a5u C0/ ) 0/05 =2; )* $8U/ ;3: Uq.A3 8(: $%: C%3 (/^%#) % 3y./ ) 1/%: C0/ /. $8U/ t. / G0: N34 /) C0/) ) 8 F0 D /: 5 N2D t. / $8U/ r #$8/8.8): &#$8/8 72/.F#a5U / P). 58 C0/ n 1a5U #M:0/5 9%# 5 #$8/8.8) DI%# 5.3? EP b3 :D0.F/.8):.F/ /: qp/ a5u & 8 $5? 8 D)/5 3y M:0/5 )/) &#$8/8 d0 (#8) : ; <#%= 5' % 56 t 4*2%31./ +%, #8 >&?# 4 *2%3 *.4 *A, 4# B/ 8 #8% + 4# C : <#% # *#% %= F D.(# E%.F= GF sig #6 sig #6 sig #6 sig # *2% JK # # L( = / *3F $ * $ $8U/ /: 5 N2D t. / b3 ) F/.F/ #a5u F0 ) ) (1) 5 G0: Y/) 58 5 (2 5) 5/ 3a G0: N34 /) &) $ /? ) 8 N3U ) (45) ) *6 56t *(' # J(# 4Q?/2./ +%, += % % %S # Sig df t T? #(# U%3 G$ G$ ) 0/ =

6 ... +/>*) +% 0 +/BC 15U A#5B 8 :%: 8 5 A0 $% 5 8 :%#.8/8 85 /8 $5? Y8 8 F3 C39:3 3 o672.f/ $ 3) (9,5) $5? / (12,92) A a 8 $ I4 t.q (2) 5 G0: Y/) 5 df = 42 ). :/4) / / (3.74) 5/ ).8 8 Uq x M F/?) ( P < 0/01 ;3:./. 3%K/ %99 ) &Uq x 8 ) F0 $5? Y88F3 C39:3 C3) F? < % += % % * $ 4*3F #(# E#'# % G$3./+%, 5=. L( # 3JK $ * $ 4*3F < < < < < % G$ = #(# E#'# = #$5?.M 8 ) FID: 9: #U o67 :%#.F/ b 5 A0.M 8 #U C0/ 8/:/ t/4:/ /2 3.F/ % $5? / A0 $5? #U 3.M C39:3 (3) 5 G0: OIK K ) A0 $5?.0;:/8 8 ) FID: 9: 8 A0// C0/ 6 8 F/ 0 A0// /8 8/:/ t/4:/ ).8%: $# $5? % * $ 4*3F < *6 # <#%= 5' Y *>Z?4./+%, += % # %S #A \T( F U#%S G$ df U#%S [. 4*3F : C * $ JK # # L( 5=. : # JK # # L( T? # =.

7 132 P 855 # $ C33 3?80 _3 855 #?B05 ) 58 C33I.F/ ) _3 /) Y/ ).8 r) &N2D 3y A2: 8 &UK _3 f0 :?:3?80 (1982) ) o: ) D02 8 & H5 U 9: ) / 3?80 6 f0 ).3 /) &FIl 9: ) :?:3?80 ) 5 f0 ) &3?80 8 ED vt 5 3?80 A0// bi 1/X/ C0/.:/8 3: F3U3 #/P $ #Y8 8 $:3?80 / F32 bd ) &;:/8 8 u) F32 bd C0/. ) FID: 8P #0:/ / FIl 0 ) G0 8.0 C0/?/.)0 F8 #9 3?80 5/ U 1/ / &)0 /8/ 3?80 6/5 C0 Q b 3?80 ) )/ 8 /0:/ ) FID: 1/. ) 5 8 #9 &8P C0/ 8 #/P bd 8 C0/ 8 FIl.#8 A0// / ;:/8 3?80 $39:/ 5 X7 ) 8 #:) 5 (5 8?/ C0/) ) &8 3) 3=.?:3?80 3F32 13); ) FIl UK 855 : u).(1394&_3) )0 A0// ) r) 3?80 _3 5 _3 I/ D P ) C33I C3 (U 58 C0/ /Q C0/.8 r) F3U3 8/8 $/ : C0/ ) F/ $ $85 # 8 / $8U/ 1q 8 0.:90%# 5 5 p (: 8/8 15a &ED 6 8 3?80 /) 5 /8 I/ D P $8U/ 8 _3. 5 f% z4 /.0;:/8 0/ ) F0 ). ) P 5U # ) _3 8 ED /) 3: 8 5.?:3?80 ) f% 8 _3 I/ D.8 #/P %@ %l ED /) 3: 8. A# 1I4 ) 3= ) 9/ C0/ 8 $ // (l X5.8/8 3= #. 83 ) P ) 8 ED. ) 5 %(U) / A:/8 83 ) P ;:/8 _3 0 8 / $?/ q/ :/ 8 5 N3(D C%a?B05 C0/.8) ) / 5 X.0;:/8 C3) 15U 8 u) 3?80 8 ED /) 3: 8. 5 f% z4 / _3a / «8# r) 1p/ 5 )0 A# _3.0;:/8 C3) M:; (1394) _3 o: /.#8 A#?8 YD6/ #/P bi _3a 5 X 5 f% _3a.0;:/8 0/ / : &X.0;:/8 =2; )* /) $ I4 F.Q (4) 5 G0: ) ) / / ) FID:.0;:/8 9: #U 3 F/?) ( p < 0/01 5 df = 1, 37) (: :/4) ) C0/) ).8 8 #U C0/ 8 Uq x M 03? ;3:. 3%K/ %99 ) &Uq x 8 ) F0 3.M 8 A0 5 $5? C3) 15U.0;:/8 ) FID: 9: #U $/:/ 9 # C# o: Y/).8/8 85 /8 3y F/ C0/ ) 8 3) 0/14 / D)/5 3y / 80 M:0/5 F/ D:/ N2D #$/:/ /2.(1393 &0a) C33I b0/a C0/.F/ 3) 0/14 / 3a 58 # 8 (0/ F3 M:0/5 / 80 /2 F/. $ #8.: / :/5.0;:/8 8 ) FID: 9: 5 N)X ED 6 8 3?80 /) 5 O0K.F/ C33I +/>I/9 JK% vt ( /) $ F) G0: Y/) /8 3@ ED 6 8 3?80 /).0;:/8 8 ) FID: 9: 5 F3 )./%# &(1390) 5 S )I &(1389) G0: ) 8/8 :/5 : 5 (1385) (2010) 5 :58 &(2010)./%# 5 5/8./%# 5 N3# ( 5 &(2010)./%# 5 / IX #AT) 8.F/ g #%# 5 D%# (2014) 5 UK 855 #?B05 &P 855 # 5 F3 ) /k?@/ #3y./ ) F3U3 3: $ // 0#C33I. u4) UK #3 0/Q 8 C33I C35/.F#3y C3%# ) EI 8 ) FID: FIl 9: 8;0/ 5 F3 A0// P 855 # ) A0 $5?.0;:/8 8 3?80 /) $5?.0;:/8.8 r) 5 1p/ d / M &a6 A#5B 8 ED 6 / &3?80 _3 C35/ I:8 ) 8P) F08 /8P) p) P 855 # E0/ F4 ) _3 3?80 &C0/) ).: D3 3) F( ).: /) #5? _3 $5?.0;:/8 wp%6/ &N)2 8 1/33y 5 % P 855 # ) / ) 855 # ) ED &M.:8 3) A# 5 A0 $5? F3 N / 0 P 8 ;:/8 F3 C0/.F/ $5? 8 F3

8 ... +/>*) +% 0 +/BL 133 Ferguson, G.A, yoshiyu, T Statistical Analysis in Psychology and Educational Sciences (translated by Ali Delavar and Siamak Naqshbandi). Tehran: Arasbaran (Publication Date in original language, 1989). Georgiou, S.N, Stavrinides, P, Kalavana, T Is Victor better than Victoria at math s?. Educational Psychology in Practice, Vol.23, No.4, Pp Ghobari Banab, B, Nosrati, F, Vakilinejad, M 2011, the Effect of Direct Education on Improving the Performance of Students with Learning Disabilities. Green, J, Liem, G.A.D, Martin, A.J, etal Academic motivation, selfconcept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of adolescence, Vol.35, No.5, Pp Guskey, T Closing Achievement Gaps: evisiting Benjamin S. Bloom's Learning for Mastery. Journal of Advanced Academics. Vol.19, Pp Kiyamanesh, A, Pourasghar, N A study on the difference between boy and girl in the variables related to mathematical performance, mathematical selfconcept, mathematical learning motivation and previous mathematical function and its role on mathematical achievement. Journal of Psychology, University of Tabriz. Fourth year, No.13, spring, Lipnevich, A. A, MacCann, C, Krumm, S, etal Mathematics attitudes and mathematics outcomes of US and Belarusian middle school students. Journal of educational psychology, Vol.103, No.1, Pp. 10. Neukrug, E. S, Fawcett,. C Essentials of testing and assessment (2nd ed.). Boston: Cengage. ahmani, J 2002, The elationship Between Students' Attitudes to Mathematics with Their Academic Achievement in Math in the Middle School Course in Esfahan City. Knowledge and esearch in Applied Psychology, No , Pp / &8 $8/8 P/ (: ) Y7 / 3) FX5 8/:/ t/4:/ $ F8 ) G0: Y/). ) FID:.M 8 A0 $5? 8 9: 1/%: 8 U ; 85 o ) F0 A# $5? 5 1/%: F#I C0/.(F/ A0 $5?.M 6 $5?) A0 $5?.0;:/8 C3) t7p/ A# () F3U3 ) (: C0/ bd6 )./ / (ED.8 C33I :/$08 eferences Ali, M 2003, Comparing the effect of four teaching methods on students' performance in mathematics and statistics. Educational Innovations, Vol. 2, No. 6, Pp Austin, A. M, Gustafson, L Impact of course length on student learning. Journal of Economics and Finance Education, Vol.5, Pp Block, J. H Mastery learning: theory and practice. Holt, inehart and inston. Bloom, B.S 1995, Human characteristics and school learning (translated by Ali Akbar Seif). Tehran University Publication Center (publication, 1982). Damavandia, M, Shekari Kashanib, Z Effect of mastery learning method on performance and attitude of the weak students in chemistry. Procedia Social and Behavioral Sciences,Vol. 5, Pp Davrajoo, E, ohani, A, Tarmizi, M, etal Enhancing Algebraic Conceptual Knowledge with Aid of Module Using Mastery Learning Approach International Conference on Mathematics Education esearch (ICME 2010). Elald, S The Effect of mastery learning model with reflective thinking activities on medical students academic achievement. Journal of Education and Training Studies.Vol. 4, No. 5. Fazzlijan, M.A.K, Mona, M 2013.The Development and Testing of Multimediaassisted Mastery Learning Courseware with regard to the Learning of Cellular espiration. International Educational Technology Procedia Social and Behavioral Sciences,Vol.103, Pp

9 134 Shafie,N, Norainun,T, Shahdan,T, etal Mastery Learning Assessment Model in Teaching and Learning Mathematics. Procedia Social and Behavioral Sciences Vol. 8, Pp Sternberg,.J Cognitive psychology (5th ed.). Boston: Cengage. Von Stumm, S, Hell, B, Chamorro Premuzic, T The Hungry Mind: Intellectual Curiosity Is the Third Pillar of Academic Performance. Perspective on Psychological Science,Vol. 6, Pp =2; )* ekabdar, G, Soleymani, B 1995, Attitude towards statistics when using computer technology after the academic year. esearch in Curriculum Planning, Knowledge and esearch in Educational SciencesCurriculum, course, Vol. 22, No , Pp.130. Santrock, J Educational Psychology 5th edition: New York. MC GrawHill. Seif, A. A Method of preparing a research journal in psychology and education (Third Edition). Tehran: Doran. Seif, A. A Modern Psychology, Learning Psychology and Education (Seventh Edition). Tehran: Doran.

10 ... +/>*) +% 0 +/BC 135 Effects of mastery learning on academic achievement and attitudes toward statistics in psychology students Mozafar darvishi 1 Ali Akbar Seif 2,* Hassan Ahadi 2 1: Ph.D. Student in Educational Psychology, Islamic Azad University, Science and esearch Branch of Tehran, Iran. 2: Faculty Member, of Educational Psychology, Islamic Azad University Science and esearch Branch, Tehran, Iran. Abstract: The aim of this study was to compare the effects of mastery learning with conventional approaches on academic achievement and attitudes toward statistics. The research method is quasiexperimental. And the research design is a pretest posttest with control group. The population consisted of all students of psychology. Multistage cluster random sampling was sampling method. Then a sample of 44 students was selected. They were assigned randomly 24 students in the control group and 20 students in the experimental group. Initially pretest scores of students were measured through tests inferential statistical and scale of attitudes toward statistics. The experimental groups were taught during 10 sessions through mastery learning method, and control group through conventional methods.at the end of the posttest scores obtained from both groups. esults multi covariance and independent t test shows mean advances in Statistics and the components attitude towards Statistics in the experimental group were significantly higher than the control group. The experimental group students with possession tasks with hierarchical structure both were mastered prerequisite to learning and also received the instruction the quality of education appropriate to their individual characteristics. Keywords: Mastery Learning, Inferential Statistics and Attitudes Towards Statistics, Academic Achievement. *Corresponding author: Ph.D. Student in Educational Psychology, Islamic Azad University, Science and esearch Branch of Tehran, Iran. aliakbarsaif@yahoo.com 1396$% 1