Studies in Humanities
Fatima Tahtah Mina; Afsana Tahtah Mina; Laila Zamani; Narges Pourshahi Aghche Kande
Abstract
The present study has investigated the effect of the teacher's emotional relationship with the students. One of the important challenges in mathematics education is the lack of positive emotional communication between teachers and students. Unfortunately, this has caused negative thoughts and views in ...
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The present study has investigated the effect of the teacher's emotional relationship with the students. One of the important challenges in mathematics education is the lack of positive emotional communication between teachers and students. Unfortunately, this has caused negative thoughts and views in the minds of students and their parents regarding mathematics lessons. The continuation of this process, which means inconsistency in effective communication, has led to disinterest and even hatred and disgust of many people towards mathematics lessons. The first goal of a math teacher in the atmosphere of this course should be to establish a friendly and supportive relationship with students. Such a goal can only be achieved by the interaction between the teacher and the student. The first few days of school and the first meetings of students with the teacher are very important in this regard. Therefore, he paid special attention to it. New teachers usually hear from older teachers not to laugh in front of them until the students respect them. Because they believe that students should fear the teacher in order to respect him, but motivational theorists say that you should show students that you are interested in them and that they can trust you and if they need any help, you refer. Unlike pilots and architects or surgeons, teachers have not received intensive training in the skills of their profession.
Studies in Social Science
Zahra Rezvani; Fatemeh Takhteh Mina; Amir Tokhmechi; Mahla Safi
Abstract
The main nutritional problems of the country are malnutrition due to low protein and energy intake (PEM), iodine deficiency, iron deficiency and anemia caused by it. Vitamin A deficiency and other deficiencies including B vitamins such as vitamin B2 and vitamin D deficiency have also been reported in ...
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The main nutritional problems of the country are malnutrition due to low protein and energy intake (PEM), iodine deficiency, iron deficiency and anemia caused by it. Vitamin A deficiency and other deficiencies including B vitamins such as vitamin B2 and vitamin D deficiency have also been reported in children. The increase in need during this period is significant, especially in children who need more nutrients and micronutrients such as iodine and iron in growth spurts. The difference in need between girls and boys, especially during puberty, is due to the difference in the age of puberty, and after that, the need for iodine and iron is higher in girls. But after puberty, the balance of hormones in boys is such that the growth of the thyroid gland stops due to iodine deficiency in them, but in girls, the need still exists until pregnancy. For this reason, after puberty, goiter is 5 to 6 times more common in women than men. The analysis of the findings shows that there is a significant difference between the learning level of students who have used proper nutrition and students who have not received proper nutrition. Also, the level of learning in students who are fed is higher than the level of learning of students who did not use proper nutrition.
Studies in Social Science
Puran Gurung
Abstract
Objective: The main objective of this study is to know and understand the mind of every individual regarding gender difference and math anxiety influence on boys’ and girls’ performance in mathematics because many researchers have found out that there is no clear distinction on it.Method: ...
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Objective: The main objective of this study is to know and understand the mind of every individual regarding gender difference and math anxiety influence on boys’ and girls’ performance in mathematics because many researchers have found out that there is no clear distinction on it.Method: 60 students were randomly chosen from a total of 1531 students in Sherubtse College to be the respondents in this study and enrolled in spring 2021. There were 32 males and 28 females among the 60 respondents. The quantitative method was used for this study as the data were reliable and generalized to a larger population. In addition, the stratified random sampling was and the participants randomly from the first, the second, and the third-year base on their gender were selected. Firstly, the descriptive statistical test was conducted SPSS software to examine the significant differences between independent variable that is gender and other dependent variables such Indicators of Math Anxiety (IMA-Total) based on Parkinson's Four Factors of Emotion Theory, Math Anxiety Questionnaire for Adults (MAQA-Total), and Mathematics Anxiety Rating Scale (MARS-Total) to observe gender differences regarding math anxiety amongst male and female students in the college.Findings: The statistical t-test determined that whether there was a significant difference in level of math anxiety between the two different groups such as male and female in general. The descriptive statistics indicates that there is no significant difference in math anxiety between male and female students however, there is a slight difference between gender and math anxiety in the college.Conclusion: The results of this study showed that there is no significant difference regarding math anxiety between male and female students of the Sherubtse College. Therefore, it can be mentioned that linking mathematics as a male dominance is incorrect and it is a stereotype because no such substantial difference was found in the study to reject the null hypothesis.
