Document Type : Original Research Paper
Author
Department of Educational Sciences, Faculty of Educational Sciences s and Psychology, Payame Noor University, Tehran, Iran
Abstract
Background and 1Objectives: The need for virtual education has been always felt due to its advantages compared to traditional education, and during the outbreak of Covid-19 and the absence of students in universities, the necessity of this type of education increased. The aim of the current research was to investigate the effectiveness of virtual education on procrastination and concentration and attention of students of Payame Noor University in Kerman during the Covid-19 pandemic.
Methods: The current research method was semi-experimental using control and experimental groups. The statistical population was about 4000 students of different fields of Payame Noor University in Kerman. The sample size included 40 students who were diagnosed procrastinator through the pre-test and had a certain lack of attention and concentration. The sample was selected using convenience sampling procedures and the subjects were randomly assigned to two control and experimental groups. Also, these two groups were homogenized as much as possible in terms of academic term and age. The data collection tools in this research were two standard attention deficit disorder questionnaires by Swanson and Nolan Pelham (1980) and the academic procrastination scale by Solomon and Rothblum (1984). In the current study, the calculated Cronbach's alpha coefficient for the academic procrastination scale is estimated to be 0.86, which showed that it was at an acceptable level. Pre-test and post-test were conducted for each group before and after training. Virtual training in the form of a research method class was held in a virtual educational environment by Adobe Connect software using PowerPoint online in 12 sessions(2-hour) for the experimental group. Descriptive and inferential statistics in the form of tables and figures, as well as covariance analysis, Levine's test, and Shapiro-Wilks test were used to analyze the data. The subjects of the experimental group received the research method course in 12 sessions(2-hour) virtually, while the students of the control group were trained in the traditional way.
Findings: The findings of the research showed that virtual education was effective on academic procrastination and the concentration and attention of Payame Noor University students. It means that virtual education could reduce procrastination and increase attention and concentration among the students.
Conclusion: Due to the high flexibility of virtual education, students can learn according to their conditions and based on mental preparation, which prevents distraction and reduces interfering factors in concentration. It is also suggested that educational programs such as workshops are designed in order to improve the awareness and ability to use virtual education as an effective educational tool and also to improve the quality of hardware. Therefore, in addition to creating a culture in this field, there is a need to try to increase the level of knowledge and improve the quality of the required facilities and equipment. Therefore, it is suggested that due to the wide and complex topics of university courses and in order to reduce procrastination and increase the attention of students, the virtual education method be considered along with face-to-face education in the universities all across the country, especially after the end of the Covid-19 disease.
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©2023 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publishers.
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