پیش‌بینی پیشرفت تحصیلی، نگرش به تحصیل، انگیزش پیشرفت و نگرش فناورانه دانش‌آموزان در کلاس‌های دارای فناوری

نویسندگان

چکیده

این مطالعه با مقایسه عملکرد دانش‌آموزان در کلاس‌های با امکانات فناوری و فاقد فناوری به این سوال پاسخ می‌دهد که آیا پیشرفت تحصیلی، عملکرد تحصیلی، انگیزش پیشرفت و نگرش به فناوری دانش‌آموزان در این دو وضعیت آموزشی (دارا و فاقد فناوری)، تفاوت دارد یا خیر؟ و آیا کلاس‌های دارای فناوری، می‌تواند متغیرهای پیشرفت تحصیلی، عملکرد تحصیلی، انگیزش پیشرفت و نگرش به فناوری دانش‌آموزان را پیش‌بینی کند؟ این مطالعه به روش توصیفی ـ پیمایشی انجام شد. جامعه آماری همه دانش‌آموزان دوره متوسطه شهر قم و نمونه آماری 600 نفر به صورت تصادفی هدفمند انتخاب شدند. ابزار اندازه‌گیری نمره معدل برای پیشرفت تحصیلی، نمره درس فناوری برای نگرش به فناوری، پرسش‌نامه نگرش به تحصیل مک کوچ و سیگل و انگیزش پیشرفت هرمنس که دارای روایی و پایایی مطلوب هستند بود. میانگین نگرش به فناوری، پیشرفت تحصیلی، انگیزش پیشرفت و نگرش به تحصیل در کلاس‌های دارای فناوری، بالاتر از کلاس‌های با وضعیت آموزشی بدون فناوری است. کلاس‌های دارای فناوری، در تقویت نگرش به فناوری، پیشرفت تحصیلی، انگیزش پیشرفت و نگرش به تحصیل؛ تأثیر معناداری داشته‌اند. کلاس‌های دارای فناوری، در تبیین نگرش به فناوری (11.5 درصد)، در تبیین پیشرفت تحصیلی (16 درصد)، در تبیین انگیزش پیشرفت (16.6 درصد) و در تبیین نگرش به تحصیل (5.4 درصد)؛ تأثیر معنادار داشته‌اند.

کلیدواژه‌ها


عنوان مقاله [English]

Prediction of academic achievement, attitudes to education, motivation for progress and technological attitudes of students in technology classes

نویسندگان [English]

  • Mohammad Taghi Gholami
  • Haideh Saberi
  • Hamzeh Ganji
  • Hassan Pashasharifi
چکیده [English]

This study by comparing the performance of students in technology-free and technology-free classes answers the question whether the academic achievement, academic performance, motivation for progress and attitude towards students' technology in these two educational settings (with and without technology) are different. ? And can classrooms with technology predict the variables of academic achievement, academic performance, motivation for progress, and attitudes towards student technology? This study was a descriptive survey. The statistical population of all high school students in Qom and 600 students were randomly selected. The tool used to measure the grade score for academic achievement, the technology lesson score for technology attitude, McGuak and Siegel's attitude toward education and Hermans' motivation to motivate the students, which has a desirable validity and reliability. The average attitude toward technology, academic achievement, motivation for progress and attitudes towards studying in technology classes is higher than those with non-technology education status. Technology classes have had a significant impact on strengthening technology attitudes, academic achievement, motivating progress, and attitudes toward education. Technology classes were effective in explaining the attitude toward technology (11.5%), in explaining academic achievement (16%), in explaining the motivation of progress (16.6%), and in explaining the attitude toward education (5.4%).

کلیدواژه‌ها [English]

  • Attitude Towards Technology
  • academic achievement
  • motivation for progress
  • Attitude to Study
  • Technology Classes
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