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The purpose of this study is to investigate the effect of braincompatible courseware on students' learning achievement and retention in computer programming course. In this quasi-experimental study, 60 eleventh grade female students in computer vocational schools were randomly assigned to two experimental groups and one control group of 20 each. The control group was taught in the conventional method. The first experimental group used the researcher-made brain-compatible courseware and the second experimental group used the non-brain-compatible courseware. A researchermade programming test was conducted as the pre-test, post-test and retention test. The results of the ANCOVA test indicate that using the brain-compatible courseware significantly improves the students' learning achievement and retention compared to the second experimental and control group students (p<0.05). It is inferred that the use of brain-compatible courseware is more effective than the use of non-brain-compatible courseware and the conventional method.

This study aimed to show the impact of learning strategies based on each multiple intelligences domain(analytical, introspective and interactive) on learning in blended learning.Thirty third-year computer science students in vocational high schools in Isfahan were randomly assigned to experimental and control groups (15 in each). The previous semester Average scores and multiple intelligences profiles were measured and were similar in both groups. Two groups were trained in 4 sessions (each 70 minutes) in the way of blended learning. In addition, the experimentalgroup used an electronic content based on multiple intelligences. The Pre-test and the post-test (before and after training) were the same in both groups. The Data were analyzed using SPSS-19 software by Chi-square test and independent samples ttest. The independent samples t-test on addend scores meaningfully shows more learning achievements for students who used E-Content based on multiple intelligences in introspective domain (P=0.014).

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