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The aim&nbsp;of this research paper is to study about chamran college technical Rasht student's skills in math lesson according to Bloom's recognition compasses. Statistical samples were 72 students (males) from computer and Electronics branches of technical major who answered math questions from whatever they had learned before&nbsp; entering the university. The Exam included 50 multiple choice questions which were designed and classified due to Benjamin Bloom's recognition compasses, Results show that:
a) Students had the best performance in science, application, comprehension&nbsp; and knowledge, but they had the least performance in evaluation and judgment, analysis and combination

Hedayat Panah Shaldehi, Ahmad

Panah Shaldehi, Marziyeh Hedayat

Journal of Progressive Research in Mathematics(JPRM) ISSN: 2395-0218  Volume 1, Issue 1 available at www.scitecresearch.com/journals/index.php/jprm/index                                        1|  SCITECH                                                                     Volume 1, Issue 1  RESEARCH ORGANISATION|                                December, 2014| Journal of Progressive Research in Mathematics www.scitecresearch.com    Performance Comparison of the mathematical skills of Computer and Electronics students in the Chamran college technical rasht Ahmad Hedayat Panah Shaldehi 1 Marziyeh Hedayat Panah Shaldehi 2 1 University of Applied Science and Technology (Farhang va Honar Rasht),  a_hedayatpanah@yahoo.com  2Payam Noor university, hedayatpanah_1986@yahoo.com   Abstract  The aim of this research paper is to study about chamran college technical Rasht student's skills in math lesson according to Bloom's recognition compasses. Statistical samples were 72 students (males) from computer and Electronics branches of technical major who answered math questions from whatever they had learned before entering the university. The Exam included 50 multiple choice questions which were designed and classified due to Benjamin Bloom's recognition compasses, Results show that: a) Students had the best performance in science, application, comprehension and knowledge, but they had the least performance in evaluation and judgment, analysis and combination. Keywords: Computer; Electronics; comparison; math skill; Chamran technical; Bloom; Performance. 1. Introduction Skill in mathematics and concentration on concepts are those which the instructors don’t care and emphasize seriously. In George Poolia’s (1964) opinion skill in mathematics means the ability to solve the problem the ability to prove and reason and the ability to critical analysis of solution or proof. Skill in mathematics is more important than a pure knowledge and bare and solid in formation. Because of this concept math teachers design a functional test questions and don’t cure to the skills and concepts. While using cognitive scopes, can help greatly in measuring the level of learning and skills. By the view point of Benjamin Bloom, classification of educational goals in different scopes of learning are divided to three scopes of cognitive, Emotional and psychological. Usually these three scopes are like a united network. In the other words leaning and educational goals in the psychological scope is mixed with learning in emotional and cognitive scope and it’s not separable. Some behaviors have more cognitive aspect and some of them have exciting aspect more. Journal of Progressive Research in Mathematics(JPRM) ISSN: 2395-0218  Volume 1, Issue 1 available at www.scitecresearch.com/journals/index.php/jprm/index                                        2| The other group that specify by functional skills are in the psychological scope. For example each deserving teacher tries to interest students (emotional goal) to learn the subject of the lessons. Another time teacher tries to change the trend (emotional goal) with knowledge and information(cognitive goal). But psychological skills and doing them need  the  corporation of never and muscles. Like sewing driving, functional skills in the technical and vocational fields physical  education ,art ,laboratory works and like these. Because of extent of  skills domain, according to the Dave’s opinion ,there is harmony between the psychological functions which is done  by  organs  of body . Classification of Dave(1969)  respectively  is  started with  a  simple activity ,observation and imitation and slowly  is finished  by the higher level  of  performance  without help , accuracy and harmony of movement. Totally There is no agreement  about the level of learning. Guilford(1969),kibler,Miles (1970)and harrow (1972)have said their opinions about  this field. In this paper cognitive scope goals with psychological scope emphasize on the reminding of something that  learning of that  is necessary. goals are regulated from the simplest to most complex level and inherent and to and goals of learning in cognitive scope according to the classification of Benjamin Bloom are knowledge-understanding-using-analysis-combination and evaluation that is used in this study to determination of the rate of students skills and their performance. The main goal of the research study the performance of math lessons of student, in the technical higher education center of Chamran with the Bloom cognitive scopes. 2.  Method Method descriptive and in a type of finding the field. Statistical sample consists (32 people computer and 39 people electronics) in 2classes of technical Chamran college of Rasht Guilan province were the research samples . Research tools, Questionnaires of researcher consists 10question  about  specification of respondent and 50 math questions .for evaluation and test 10 questions and for other scopes 8 questions ware designed. Questions  were designed from three year of high school math books. In some question the correct answer is more than one choice to evaluate and test the ability to answered and solve  the problems. It helps to reduce the accidental answer. The questions wanted them to answer why they choose these choices but Just 2%of all students answered in this was. Method of sampling  and collecting data  method of sampling like cluster was done accidental and in some steps, but this way of collecting  by  the presence of  researcher and manager in the classes was done and completing these questionnaires were finished  and time of answering was the same. Statistical ways for analysis of data, Researcher used statistical ways like average, percentage graphs, variance analysis, standard deviation and test of t and f. 3. Finding 3) Students in this research just answered41%of questions correctly.(Computer39%&Electronic43%) 4) Students  answered  wrong  to 25% of questions.( Computer28%&Electronic22%) more details is table number  (1).   Table (1) shows Percent) for wrong answers and correct  and average  The average of wrongs answers (percent) The average of corrects answers  (percent) Non answer (Total) (Percent) Wrong answers (Total) (percent)  Correct  answers  (Tot al) (percent) Sample group 26.12 36.38 33 28 39 Computer 22 41.6 35 22 43 Electronics 23.84 39.28 34 25 41 Total .  Journal of Progressive Research in Mathematics(JPRM) ISSN: 2395-0218  Volume 1, Issue 1 available at www.scitecresearch.com/journals/index.php/jprm/index                                        3| Status of math scores in different cognitive scopes: A. correct answers According to the project findings, students in different scopes like application, comprehension and knowledge , get the most  points .In the other  words,61% question about application,44%about understanding and 39% was  about  it knowledge the answered correct .In cognitive scopes has the least performance. In analyzing 33%answered and 32% answered to combination scope and 38% answered to judgment the correct answer. Electronics Students has a better performance than students computer in the knowledge, application combination and appraisal but in the other Electronics are better. you can see call in the following table(2). Table (2) shows the expansion of correct answers Cognitive domain Computer (percent)  Electronics (percent) total (percent) knowledge 34 43 39 comprehension 47 44 44 application 59 63 61 Analyzing 34 32 33 combination 28 36 32 Appraisal 35 40 38 Total 39 43 41 B. wrong answers According to the findings, students in Chamran collage technical answered wrong to25% of questions. most of wrong answers are in the comprehension scope by 32% and the least wrong answers are about appraisal scope by 19%. The following table(3) shows the wrong answers in different cognitive scopes with sex if respondent by its percentage. Table (3) shows the expansion of wrong answers      Cognitive domain computer (percent) Electronics  (percent) total (percent) knowledge 35 25 30 comprehension 36 28 32 application 26 17 21 analyzing 29 29 29 combination 22 19 21 appraisal 21 17 19 total 28 22 25  According to the findings, students in Chamran college technical answered 66% of questions In the other students didn’t answer (No answer) 34% questions. They answered 83% of questions about application  and answered 53% of questions about combination . Table (4) shows the correct or wrong answers.      Journal of Progressive Research in Mathematics(JPRM) ISSN: 2395-0218  Volume 1, Issue 1 available at www.scitecresearch.com/journals/index.php/jprm/index                                        4|  Table( 4) shows answers (correct or incorrect or No answer) Cognitive domain Correct answers (percent) Wrong answers (percent) No answer (percent) knowledge 39 30 31 comprehension 44 32 24  application 61 21 18 analyzing 33 29 38 combination 32 21 47 appraisal 38 19 43 total 41 25 34  The table(4) shows that students answered the lower scopes such as analyzing ,knowledge and understanding more than others, and its exactly the test which they usually answer them and evaluate their ability by this. but they answered the worst in three scopes such as application , appraisal and combination ,. These scopes usually are not used in the test and they don’t have good skill in these scopes.  Sanjesh organization report cards show that 5% of students who entered college answered less than 50% of the questions of enterance exam. (computer 3/3% and Electronic 6%). 7/7% of the students claim that average mathematics score in high school or arts – and – crafts school was between 17 and 20 and 43/1% claim that their average   score was between 14 and 17 and 35/4% say that it was between 12 and 14. Table (5) shows more information. Table(5) shows report question for enter to college    Parameter            Sample  Frequency and  present 10-12 12-14 14-17 17-20 total computer        % 10/3 55/3 31 3/4 100 Electronic       % 16/7 19/4 52/8 11/1 100 Total      % 13/8 35/4 43/1 7/7 100  4. Discussion Results of this research, confirms the findings of Alamalhodai(2002) and Alamalhodai, hedayatpanh(2011) about  types of learning and extend of that. It confirms results of him jafari (2006)too. Results of this research mean questions of final exam of math is better to designed by the performance of students in cognitive scopes. References [1] Alamalhodaei , hedayatpanah(2011)‖ Students’ Field-dependency and Their Mathematical Performance based on Bloom’s Cognitive Levels"ksme(journal of the jorean society of mathematical education,vol(15 (4),373-386  [2] Allahyari, (2001)  ―study of math teaching in the high school of Bijar town‖ [3] Alamalhodaei,jafari(2001)‖ collection of papers of fourth conference of math teaching‖  Journal of Progressive Research in Mathematics(JPRM) ISSN: 2395-0218  Volume 1, Issue 1 available at www.scitecresearch.com/journals/index.php/jprm/index                                        5| [4] Alamalhodaei, H(2002) ―Student's cognitive style and Mathematical world Problem Solving ―Journal of the korea cosiety of italic Mathematical education. [5] Beyer, B, (1998  p:45) Developing a thinking skills Program Boston AllyanBacon. [6] Case R, and Globe sont(1974), Field independence central computing space child development.  [7] EKbia. And Alamlhodaei, H (2002) ―A study of the effectiveness of Working memory and cognitive styles on Mathematies Performance of (13 years – old) Schoolboys unpublished MA Desertation Theran university of teacher training.‖  [8] George poolia(1968)‖ math innovation‖ translated by parviz shahriari fatemi: publication  [9] Hasannejad, afsane(2001)‖ study of problems in learning and understanding of math in 1st grade of  high school, mashhad university ― [10] Hedayat panah _Alamalhodaei (2008)‖ study of problem is learning of students with different cognitive types in math in the technical education of Guilan‖ [11] Hedayat panah Ahmad, (2008)‖ The study of chamran colleges students in math lesson in different recognition compasses Journal of the poznan,Poland Tjmcs 2(2),319-328‖ [12] John galaver (1998)‖ cognitive psychology for teachers ―,translated by Alinaghi kharrazi  [13] Keramani mohammad reza (2003),‖study of learning effect on social growth and improvement of students in math ― [14] Luis kohen and michel holiday (2002),‖static in the physical education translated by Ali delavar,Allameh tabatabai publication ― [15] Michel isenak(2000),‖descriptive culture of cognitive psychology‖ translated by Alinaghi kharazi  [16] Negaresh Nejad,Abdolmajid(2002)‖ primary ways of statics in the education.   Authors’ Biography  Data & place of birth: 1957—Guman, Guilan, Iran Bachelor's degree: Teaching Mathematics, University of Kashan, 1988 Master’s degree:Applied Mathematics Islamic Azad University ,1996 Ph.D.: Applied Mathematics, Kiev National University Tatasashevchenko. Number : 24 Research The Individual Study Time of the Teachers in Guilan Province (1) The individual Study Time of the Sama Technical Vocational College Rasht  (2) The structural strategies of islamic management principles in the schools (34) ―Study and investigation of the problems and learning disorders of students by various cognitive styles in mathematics course at Guilan higher education center‖ (5 Number: 14 Books written.) (1) General Mathematics 1: ISBN:978-964-9592-82-4 Publisher : Daryayedanesh General Mathematics (2): ISBN : 978-964-6977-39-1 Publisher : Abrang (2 978-964-9592-85-5 Publisher : Daryayedanesh: ISBN How we research? (3) ISBN: 978-964-95928-3-1 Publisher : Daryayedanesh (4) Statistics and Probability ISBN : 978-964-95928-9-3 Publisher : Daryayedanesh Mathematics Education (5) Pre Mathematics ISBN: 978-964-9592-84-8 Publisher: Daryayedanesh (6) Math Park ISBN: 8964-6977-81-2 Publisher : Abrang (7) Why learn math? ISBN: 964-6677-12-x : Publisher : Abrang (8) Remedial Math ISBN: 978-964-6977-67-7 Publisher : Daryayedanesh (9) ISBN : 978-600-92139-7-9 Publisher : DaryayedaneshMalavananzali (sports) Journal of Progressive Research in Mathematics(JPRM) ISSN: 2395-0218  Volume 1, Issue 1 available at www.scitecresearch.com/journals/index.php/jprm/index                                        6| (10) Alfabet Quran ISBN: 978-964-95928-1-4 Publisher : Daryayedanesh (11) My nam ISBN : 978-964-95928-1-4 Publisher : Daryayedanesh (12) Award: numbed: 32 (13) The Best researcher Iranian 2012    (14) The Best Researchers at University of superior technical and professional  2012 (15) The Best Researchers at University of superior technical and professional  2013 (16) The Best researcher Iranian(Guilan) 2008    (17) The Best researcher Iranian(Guilan) 2010 (18) The Best researcher Iranian(Guilan) 2014 (19) The Sample Teacher Iranian 2003 6)   (20) The Sample Teacher Iranian 2006      (21) The Sample Teacher Iranian 2012      (22) The Best Author Iranian 200 9)   (23) The Best Author Iranian 2004   (24) Article: number:99 2nd Author’ Biography: First Name: Marziyeh Last name: Hedayat Panah Shaldehi Birth place: Rasht, Guilan, Iran Birth year:1986 Bachelor's degree: Computer Science Master’s degree: Information Technology Engineering Article number: 9 Number : 3 Research Job: University teachers. 

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Performance Comparison of the mathematical skills of Computer and Electronics students in the Chamran college technical rasht

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