رابطه سواد فن آوری اطلاعات و ارتباطات معلمان با پیشرفت تحصیلی دانش آموزان پایه پنجم ابتدایی شهر تهران

محورهای موضوعی : مدیریت آموزشی

مهدی شریعتمداری ¹ (استادیار گروه مدیریت آموزشی، دانشگاه آزاد اسلامی واحد تهران مرکزی، تهران، ایران)
مرضیه آقاجانی ² (کارشناس ارشد برنامه‌ریزی درسی، دانشگاه آزاد اسلامی واحد تهران مرکزی، تهران، ایران)

تاریخ دریافت : 1393/08/14 تاریخ پذیرش : 1394/07/06 تاریخ انتشار : 1394/08/10

کلید واژه: فن آوری اطلاعات و ارتباطات, پیشرفت تحصیلی, دانش آموزان پایه پنجم ابتدایی,

چکیده مقاله :

هدف پژوهش حاضر، بررسی رابطه سواد فن‌ آوری اطلاعات و ارتباطات معلمان با پیشرفت تحصیلی دانش‌آموزان پایه پنجم ابتدایی شهر تهران است. روش پژوهش از نظر هدف، کاربردی و از نظر گردآوری داده‌ها توصیفی از نوع همبستگی بوده است. جامعه آماری تحقیق، شامل کلیه معلمان پایه پنجم ابتدایی شهر تهران در سال تحصیلی 93-1392 بود که با مراجعه به جدول کرجسی و مورگان تعداد 338 نمونه با استفاده از روش نمونه‌گیری تصادفی ساده انتخاب شدند. برای جمع‌ آوری داده‌ها، از دو پرسش‌نامه محقق ساخته استفاده شد. روایی صوری و محتوایی پرسش‌نامه‌ها توسط محققان بررسی و تأیید شد. پایایی آنها از طریق آلفای کرونباخ برای پرسش‌نامه سواد فن‌آوری اطلاعات و ارتباطات برابر با 0/949 و برای پرسش‌نامه پیشرفت تحصیلی 0/947 برآورد گردید. برای تجزیه و تحلیل داده‌ ها از آزمون کلموگروف اسمیرنف، ضریب همبستگی پیرسون و رگرسیون چندمتغیره گام به گام استفاده شد. نتایج نشان داد که بین سواد فن ‌آوری اطلاعات و ارتباطات معلمان با پیشرفت تحصیلی دانش ‌آموزان پایه پنجم ابتدایی رابطه معنادار و مثبت وجود دارد، به عبارتی، هر چه سواد فن‌آوری اطلاعات و ارتباطات معلمان بیشتر باشد، پیشرفت تحصیلی دانش ‌آموزان بیشتر می ‌شود. هم‌چنین، تحلیل رگرسیون نشان دادکه به‌ کارگیری کامپیوتر و فایل‌ های مدیریتی و مشاغل و فن‌آوری اطلاعات و ارتباطات پیش ‌بینی‌کننده مثبت پیشرفت تحصیلی دانش ‌آموزان هستند.

چکیده انگلیسی:

The present study aimed to study the relationship between teachers' ICT literacy and the academic achievement of fifth grade students in Tehran. The research was descriptive in nature and correlational method was used as the design of the study and data collection method. The statistical population of the study included all teachers of fifth grade in Tehran primary schools who were 2669 in 2014-15 academic year. Based on Krejcie and Morgan table and by using simple random sampling method a sample of 338 was chosen. In order of data collection a researcher made questionnaire was used. The content and face validity of the questionnaires was evaluated and confirmed by researchers. Reliability of the survey was explored and the calculated Cronbach Alpha was 0.949 and 0.903 for ICT Literacy scale and Academic Achievement questionnaire respectively. For data analyzing Kolmogorov–Smirnov test, Pearson correlation coefficient and stepwise multiple Regression tests were used. The findings of the study indicated that there was a significant correlation between teachers ICT literacy, and students’ academic achievement. Furthermore, Regression analysis showed that use of computer and management files, jobs and ICT predict academic achievement positively.

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