کوروش فتحی واجارگاه

Choosing the right method for teaching is an important step in learning. Corporate trainers have always been interested in finding new ways to achieve effective learning. The present study seeks to improve language learning by measuring, comparing and prioritizing the effectiveness of three methods: traditional, blended and flipped method. In terms of purpose and nature, the present study was experimental and with respect to method it was quasi-experimental including a pre-test and a post-test designed with an equivalent control group. The participants consisted of 66 employees in an Iranian organization who were required to attend English language courses. The participants were sampled in accordance with training needs analysis results in the organization. Moreover, data were analyzed by means of descriptive and inferential statistics including mean analysis, standard deviation, F-way ANOVA, and Scheffe post hoc test using SPSS software version 25. The findings of the study indicate a significant difference between the three groups and the ranking of methods in terms of learning effectiveness from the highest to the lowest level includes; 1)Flipped 2) Blended 3) Traditional, respectively. The results showed that in spite of the high effectiveness of the flipped classroom to the other methods, some cultural differences such as family preference, feasts,  training customs and also resistance to new methods of learning hindered the allocation of sufficient time for practicing the lesson at home. In addition, such hindrances partially trace back to ancient Iranian culture. In conclusion, some suggestions were proposed to modify technology acceptance and other related weaknesses.   

The basic aim of this research is from universal school-based management model to pattern Iran's progress - Islamic schools Board of trustees: qualitative analysis dimensions and specific indicators to evaluate performance. According to the study, functional and in terms of subject matter and the nature of the research component of the combination is mixed. In the first phase of this study, grounded theory as a qualitative approach was used and secondly from the descriptive - survey has been used as a quantitative approach. The statistical population of the study included 12 experts, policymakers and experts in the ministry of education, and in the small part, all teachers and principals of the board of trustees of five provinces (Tehran, Isfahan, Mazandaran, Khuzestan and Semnan) during the school year 2015-2016, they were employed. Due to the high number of these schools, ten managers and teachers were selected from each province based on the Krejsi-Morgan's table of 234 people (184 teachers and 50 managers) by random sampling method and selected a researcher-made questionnaire with 140 items (with Cronbach's alpha = 0.901), which was compiled based on the categories identified in the qualitative section were responding. To ensure validity, the questionnaire was examined by university professors and several key experts in education. The qualitative data research through systematic project-based coding process grounded theory of Strauss and Corbin were analyzed. In the quantitative analysis of data gathered from structural equation modeling confirmatory factor analysis was performed using SPSS and Lisrel. The results of the qualitative research findings showed that 12 indicators were identified as the main components and 38 sub categories that were identified in the assessment of the performance of the schools of the board of trustees based on the comprehensive school-based management model. The findings of the quantitative research have also shown that the two components had the greatest impact on the board of trustee's schools. P Participation with path (0.69), organizational commitment with path (0.65), flexibility with path (0.62).