Electronic learning- virtual
S. Azimpour; H. Vahedi
Abstract
Background and Objectives: In recent years, the use of technology and educational media in education has been one of the focus of studies. These media both improve the accuracy of the operation and increase the speed of learning and transfer of concepts. Considering the graphic and spatial nature of ...
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Background and Objectives: In recent years, the use of technology and educational media in education has been one of the focus of studies. These media both improve the accuracy of the operation and increase the speed of learning and transfer of concepts. Considering the graphic and spatial nature of the content of the geometry course and the problems related to accurate and correct drawing and visualization of shapes, it seems necessary to use new methods and tools in education. The aim of this study was to evaluate and compare the effectiveness of teaching the geometry lesson with electronic educational media methods (teaching with dynamic and static graphic images) and teaching in the traditional way , on the academic progress and geometrical academic self-efficacy of the students.Methods: According to the nature of the work, the research method was quasi-experimental. To conduct the research, a pretest-posttest with a control group design was used. The statistical population of this study included all male students in the tenth grade of mathematics in a District 1 of Tabriz in the academic year 2020-2021. The statistical sample consisted of 79 male students in the tenth grade of mathematics, including 3 classes, which were selected by availability sampling method and were randomly divided into three class groups. There were 26 people in the teaching group using dynamic graphic images electronic media class group, 26 people in the teaching group using static graphic images electronic media class group, and 27 people in the traditional teaching class group. The intervention tool of this research included the software for electronic teaching dynamic graphic images (Geo Gebra) and a set of educational slides designed by the researchers for teaching static graphic images. The study groups were trained for 6 weeks, 1 session per week and 90 minutes per session. In order to collect data related to academic progress, all three groups before and after the intervention, were assessed by using two parallel tests made by the researchers, including 14 questions, in the form of open-ended questions (explanatory) about the concepts of drawing and geometric reasoning from the geometry book of the 10th grade of the mathematics field. The first test was used as a pre-test and the second test was used as a post-test. Also, the participants answered the math self-efficacy questionnaire before and after the training. The data obtained from the pre-test and post-test stages were analyzed using one-way covariance analysis (ANCOVA) after checking the assumptions.Findings: The results showed that the studied teaching methods had different effects on academic progress. With regard to the academic progress, the difference between electronic educational groups (P<0.009), between electronic education group with dynamic graphic images and common education group (P<0.001) and between electronic education group with static graphic images and common education group (P<0.001) was significant. Also, the results showed that the studied teaching methods had different effects on geometry academic self-efficacy. Regarding academic self-efficacy, the difference between electronic educational groups (P<0.02), etween electronic education group with dynamic graphic images and common education group (P<0.05) and between electronic education group with istatic graphic images and common education group (P<0.001) was significant. Among the studied groups of this research, the best results of academic progress and academic self-efficacy were related to electronic education group with dynamic graphic images.Conclusion: The results of this study showed that the use of teaching methods with graphic images by teachers in teaching geometry can have a positive effect on students' academic achievement and academic self-efficacy. The use of these tools can play the role of an educational facilitator in improving the students’ academic performance.
Electronic learning- virtual
F. Mirzaei; M. Heydari
Abstract
Background and Objectives: Academic achievement of students is a function of various factors. In this study, the virtual education indicators (teachers' support for students, the quality of lessons as well as the use of up-to-date technologies) have been introduced as related concepts. The aim of this ...
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Background and Objectives: Academic achievement of students is a function of various factors. In this study, the virtual education indicators (teachers' support for students, the quality of lessons as well as the use of up-to-date technologies) have been introduced as related concepts. The aim of this study was to investigate the relationship between teachers' virtual education indicators and academic achievement indicators.Methods:The research method was a descriptive-correlation type. The statistical population of this study included all the male students of the final year of primary school in Abadeh, numbering 56 schools. To determine the desired sample using the non-random quota sampling method from among 65 schools, 10 schools were considered and from each school, a class with 15 students was determined and a total of 150 participants were selected as the quotas of 10 classes. The participants were considered to answer the proposed questions. Finally, the data were analyzed. The tools used to measure the relationship between variables were two questionnaires of teachers 'virtual education indicators (including three dimensions) and a questionnaire of students' achievement indicators (including two dimensions). In order to analyze the findings of this study in the descriptive statistics section, tables and graphical output of the frequency of SPSS software version 27 were used and to analyze the data via inferential statistics, structural equation modeling criteria, obtained from Smart PLS software version 3, were used to evaluate the model fit.Findings: The results showed that there was a significant relationship between teachers' support, the quality of lessons and the use of up-to-date technologies with the rate of student learning and students' attendance (P<0.001).Conclusion: It seems that increasing teachers' mental readiness and better understanding of the conditions of virtual education among teachers, providing infrastructure improvements, can lead to an increase in the quality of teaching lessons, as well as the maximum and useful use of technology tools in the virtual environment among students.
e-learning
N. Tahmasbipour; F. Hamidi; Z. Kazemi
Abstract
Background and Objectives: The purpose of this study was to investigate the effectiveness of using the electronic content of mathematics course on self-Regulatory learning and academic achievement of students studying at the 9th grade.Methods: The method used in this study was semi-experimental, using ...
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Background and Objectives: The purpose of this study was to investigate the effectiveness of using the electronic content of mathematics course on self-Regulatory learning and academic achievement of students studying at the 9th grade.Methods: The method used in this study was semi-experimental, using pre-test and post-test with a control group. Moreover, the statistical population of this study was comprised of the students studying at Parvin Etesami school of Aligudarz city in the academic year of 2018-2019. The sample size included 40 students who were selected by available sampling method from the third grade of junior high school. 20 people were selected as the experimental group and 20 people were selected as the control group. The experimental group was exposed to ten one-hour sessions of electronic teaching of the course of mathematics. Before conducting this study and after the end of the group teaching sessions, the Beaufort self-regulation questionnaire and the researcher-made questionnaire were administered on the students to determine the score of academic achievement in mathematics.Findings: The results showed that as compared to the students in the control group who did not receive this program, teaching the experimental group that received this program by using the electronic content had a significant impact leading to an increase in the self-regulation learning and academic achievement of the students in the experimental group in the course of mathematics (F=14/114, P<0.01)In other words, after adjusting the pre-test scores, the factor had a significant effect on the items being tested between the two groups. Therefore, it can be concluded that using electronic content is effective on the cognitive self-regulation of the students at 9th grade. The effect of using the electronic content on cognitive self-regulation was 27.6 percent.Conclusions: The students received appropriate feedback in this teaching method and benefitting from optimal approaches, they used the time they needed for the process of learning mathematics. On the other hand, paying attention to various audio, video, graphics and animation, and multimedia software potentials stimulates multiple senses at the same time, enabling students to perceive the math content in a more attractive, varied and comprehensive way as well as increasing their educational motivation in order to learn and understand mathematics more appropriately .The use of self-regulation technique in the context of multimedia tools strengthens data processing, facilitates the timely and appropriate application of these tools, enhances perceptual processes, simplifies cognitive situations, facilitates the problem-solving programs, increases self-regulation and the feeling of self-sufficiency, and enhances the amount of concentration and consciousness; or in other words, it causes a higher self-regulation in the process of learning. The conditions that are created in the path of teaching and learning and also in a long period of time are almost constant and generally stable.
philosophy of education
F. Hasani Jafare; F. Zarabian; A. Abbasi
Abstract
This study, "Surveyeffects of historical films on the academic achievement of students in history lesson " the third area of Qom was in fifth grade.The main purpose of it was to determine the efficacy of screening on their academic achievement is compared to the lecture.The population is students ...
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This study, "Surveyeffects of historical films on the academic achievement of students in history lesson " the third area of Qom was in fifth grade.The main purpose of it was to determine the efficacy of screening on their academic achievement is compared to the lecture.The population is students in the fifth grade.The number of them 1200 in 93-92 year .60 students were selected by multistage sampling method.The method of research, , quasi-experimental on 2 groups was tested.The reliability of the test, the test-retest method was used. The Rate of it is 85 percent.To answer the questions,of t- test was used.Surveyeffects of historical films have had an impact on student achievement.
Educational Technology Psychology
S Nazi Dizji
Abstract
Abstract: Cognition about Mental and psychological factors، influencing the architectural design، is one of the most important indicator of architectural education. This study examined the relationship between Emotional Intelligence and architectural design skills in architecture students of Deylaman ...
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Abstract: Cognition about Mental and psychological factors، influencing the architectural design، is one of the most important indicator of architectural education. This study examined the relationship between Emotional Intelligence and architectural design skills in architecture students of Deylaman Institute of Higher Education .65 architecture students were selected from the University of Deylaman by Simple Random Sampling method. The Emotional intelligence of each student was measured by the Brad berry and Greaves (2004) test. Scores of design 2 and GPA OF students was interpreted as indicators of progress in architectural design and academic achievement. Data analysis was carried out by Descriptive and Inferential Statistics methods containing Correlation Analysis، Independent Samples Test and One-Sample T-Test and utilizing SPSS software. In conclusion we found that there is no significant relationship between emotional intelligence and both academic achievement and scores of design2 of students. Furthermore The findings also showed emotional intelligence of both gender (male and female) is not different significantly. Research results indicate no significant difference between emotional intelligence and academic achievement of students of architecture and architectural design skills. The findings also showed that emotional intelligence is no significant difference in male and female students of architecture Considering The impact of emotional intelligence in professional success and lack of significant relationship between EQ and architectural skills، architecture faculties should enhance EI of architecture students by necessary training courses.
Technology-based learning environments
F. Dortaj; E. Lakpour; A. Bohlouli
Abstract
Abstract: In developed countries, there is a developing global movement for change in the educational structure, the transformation of societies from traditional societies to knowledge-based societies result in the emergence of the use of the new communication environment. Smart school can be considered ...
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Abstract: In developed countries, there is a developing global movement for change in the educational structure, the transformation of societies from traditional societies to knowledge-based societies result in the emergence of the use of the new communication environment. Smart school can be considered a learning atmosphere that will make it possible to realize a knowledge-based society. This study examined the impact of smart schools on academic achievement in Lorestan province. The population of this study is comprised of all high school students in Lorestan. The study sample consisted of 208 students that 99 people of them were smart schools' students and 109 people of them were traditional school students. The research tool in the study was the questionnaire which specified the social class with the validity and reliability of 89%. The research method of data collection for the study was causal - or post-hoc comparisons application of research. Smart school and traditional schools students’ GPA, were compared by using T-test in two different major: mathematic and scientific. Results showed that the average GPA of students in smart schools significantly differed from the traditional school grade point average and smart schools had a positive impact on students ' grade point average.
Electronic learning- virtual
J. Mesrabadi
Abstract
One of the most widely used information presentation software is PowerPoint. This study aimed to determine the effectiveness of PowerPoint slides on the learners’ cognitive and affective outputs. Affective indicators have included the student opinions about the effects of these methods on improving ...
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One of the most widely used information presentation software is PowerPoint. This study aimed to determine the effectiveness of PowerPoint slides on the learners’ cognitive and affective outputs. Affective indicators have included the student opinions about the effects of these methods on improving note-taking, improving understanding and improving Teaching - learning process. Retention, understanding and application of the learned material were considered as well as cognitive indicators. An educational psychology achievement test was used to measure the cognitive outputs and an attitude scale was used to measure the affective outputs. Research design used in this study is a semi-experimental with pretest and posttest by compared groups. The study subjects were 73 students of teacher training Azerbaijan University who were chosen by available sampling method. Results indicated that the use of PowerPoint software hasn’t a significant impact on the cognitive parameters but that has a significant effect on the students’ opinions about improving note taking. This inefficiency due content centered and linearity nature of PowerPoint software. Using concept map software that in which the structure of knowledge is emphasized was introduced as an alternative approach.
Electronic learning- virtual
H. Delf Acharsh
Abstract
In this research, the effectiveness of Computer-Assisted Instruction on Academic Achievement of Higher Primary School in Ahwaz City has been surveying. Two hounded students (boys and girls) randomly selected and in each school, two classes (50 students in each class and totally four classes), were divided ...
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In this research, the effectiveness of Computer-Assisted Instruction on Academic Achievement of Higher Primary School in Ahwaz City has been surveying. Two hounded students (boys and girls) randomly selected and in each school, two classes (50 students in each class and totally four classes), were divided with the same teacher in science subject. It has collected around 200 academic achievement scores in science subject in form of pre-test and post-test from two different groups (control and experimental group). Pre-achievement scores in science in previous semester and non-verbal intelligence scores have obtained as co-variates for the study. It has analyzed the results that has compared between two groups with respect to academic achievement in science subject. The results revealed that the Computer-Assisted Instruction software package has its effect on academic achievement in science subject of students in experimental group and scores of students in experimental group were higher than scores of students in control group. In addition, the results revealed that there is no significant difference between boys and girls in academic achievement scores in science of experimental group after implement the Computer-Assisted Instruction software package teaching method and both of two groups have higher scores in science subject.
science education
M. Kaboudvand; A. Esmaeelpour; A. Badriyan; M. Shams
Abstract
The focus of this study was to clarify the degree of relationship between field Transfer of Learning by means of application in the modern physics (laser) and common field. To achieve this goal an intact group of 85 students in introductory level college in Shahreray zone in Tehran in Iran participated ...
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The focus of this study was to clarify the degree of relationship between field Transfer of Learning by means of application in the modern physics (laser) and common field. To achieve this goal an intact group of 85 students in introductory level college in Shahreray zone in Tehran in Iran participated in test. The major objectives of the test were to investigate students’ transfer of physics learning from their experiences of watching laser applications to the provided physical models, from one model to the other and from the models to the modern physics (laser) problems. To find the degree of relationship between tow variables point- biserial correlation coefficient was used. To compare the mean scores of the tow variables the independent T-test technique was used. The result of the statistical analyses revealed that in the knowledge domain that was significant difference between the control and the experimental groups.
