moradnejad, L., khosropour, F., rafie, F. (2015). The Effect of Computer-Aided Learning (CAL) On, Creativity and Academic Performance. Educational Development of Judishapur, 6(4), 339-346.
ladan moradnejad; farshid khosropour; Forouzan rafie. "The Effect of Computer-Aided Learning (CAL) On, Creativity and Academic Performance". Educational Development of Judishapur, 6, 4, 2015, 339-346.
moradnejad, L., khosropour, F., rafie, F. (2015). 'The Effect of Computer-Aided Learning (CAL) On, Creativity and Academic Performance', Educational Development of Judishapur, 6(4), pp. 339-346.
moradnejad, L., khosropour, F., rafie, F. The Effect of Computer-Aided Learning (CAL) On, Creativity and Academic Performance. Educational Development of Judishapur, 2015; 6(4): 339-346.
The Effect of Computer-Aided Learning (CAL) On, Creativity and Academic Performance
The present study was aimed to investigate the effect of computer assisted instruction (CAI) on creativity, metacognition and academic performance on psychology students of Zarand Azad University in second term of 1391. For this reason of 1500 students, 32 psychology students were randomly selected and divided into two groups upon even and odd of students' numbers. 15 members were placed in traditional education group and the others students were set in Computer-Assisted Instruction (CAI) group. At first, two groups were asked to take a pretest by using the Torrance creativity questionnaire (1986); after 16 sessions of traditional education and Computer-Assisted training, a post test was taken, too. The final scores of motivation and emotion were used for academic performance examination. The data was then analyzed by using SPSS19. Research findings collected by independent t test to measure academic performance between two groups, and covariance analysis for effectiveness of the creativity components showed that computer assisted instruction had a considerable impact on creativity; although, significant difference wasn't observed in the academic performance of two groups. Moreover, the results showed that both traditional instruction and computer assisted instruction were effective on students' academic performance; while in the traditional teaching method, students had less impact on creativity. Accordingly, the computer assisted instruction method probably was more practical, and student engagement with the subject and allocating sufficient time for learning computer-assisted instruction were more objective. In addition, further studies with larger sample size and examining other related variables were suggested
تأثیر آموزش به کمک رایانه بر خلاقیت و عملکرد تحصیلی دانشجویان )رشته ی روانشناسی(
Authors [Persian]
لادن مرادنژاد1; فرشید خسروپور1; فروزان رفیعی2
Abstract [Persian]
تحقیق حاضر با هدف بررسی تأثیر شیوه ی آموزش به کمک رایانه بر خلاقیت و عملکرد تحصیلی دانشجویان رشته ی روانشناسی دانشگاه آزاد واحد زرند در نیمسال دوم 1391 انجام شد. به این منظور از تعداد1500 نفر دانشجویان روانشناسی دانشگاه آزاد، یک ورودی، به روش تصادفی انتخاب گردیده و بر اساس شماره های دانشجویی زوج و فرد به دو گروه تقسیم شدند. 15 نفر از دانشجویان در گروه آموزش سنتی و 16 نفر دیگر در گروه آموزش به کمک رایانه قرار گرفتند. ابتدا پیش آزمون با استفاده از پرسشنامه ی خلاقیت تورنس (1986) از دو گروه گرفته شد و پس از 16 جلسه معادل یک ترم آموزش سنتی و آموزش به کمک رایانه پس آزمون به عمل آمد، نمرات آزمون مربوط به درس انگیزش و هیجان به عنوان آزمون عملکرد تحصیلی در نظر گرفته شد. داده‌ها با استفاده از SPSS ویرایش 19 تجزیه و تحلیل گردید. یافته‌های پژوهشی به‌دست آمده با استفاده از روشt مستقل برای سنجش عملکرد تحصیلی بین دو گروه و روش تحلیل کوواریانس برای مؤثر بودن مؤلفه ی خلاقیت نشان داد که آموزش به کمک رایانه در خلاقیت دانشجویان تأثیر به سزایی دارد، ولی در عملکرد تحصیلی تفاوت معناداری دیده نشد.
Keywords [Persian]
آموزش به کمک رایانه، آموزش سنتی، خلاقیت، عملکرد تحصیلی
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