The study of the relationship between teachers' virtual education indicators and academic achievement of Abadeh primary school students

Mirzaei, F.; Heydari, M.

doi:10.22061/tej.2023.9380.2837

Document Type : Original Research Paper

Authors

Department of Educational Sciences, Abadeh Branch, Islamic Azad University, Abadeh, Iran

https://doi.org/10.22061/tej.2023.9380.2837

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 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.

Keywords

20.1001.1.20080441.1402.17.3.6.9

Main Subjects

Electronic learning- virtual

COPYRIGHTS
©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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