Flexibility of Iranian Teachers Teaching Methods and High School Students’ Gains
Bibliographic record
Abstract
The teaching skills are the key element for all teachers. The main objective of this descriptive study was to investigate the relationship between Flexibility of Iranian Teachers Teaching Methods and High school Students’ emotional, social and intellectual gains as a model. The study population included all Shiraz high schools teachers and their students. By stratified random sampling, 100 teachers and for each of them, 4 students were selected. Data instruments were flexible personal style questionnaires (Taggart & Hausladen, 1993) and students gains subscale of college student experiences questionnaire (Kuh & pace, 2002). After measurement of validity and reliability of instruments, they were distributed among sample and data was collected. Data was analyzed by inferential statistical methods included Pearson correlation coefficient and multiple regression. The results showed that: 1. There is a relationship between teachers’ intuitive and logical teaching style and student gains. 2. The intuitive teaching style of teachers is stronger predictor of student gains.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".