تاثیر هوشمندسازی مدارس در تعامل با نگرش به فناوری اطلاعات و ارتباطات بر ارتقاء فرآیند یاددهی یادگیری و خودکارآمدی تحصیلی
محورهای موضوعی : آموزش و پرورش
یوسف ادیب
1
(دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه تبریز)
لیلا راد سلیمانی
2
(کارشناسی ارشد برنامه ریزی درسی دانشگاه تبریز)
محمد عظیمی
3
(دانشجوی دکتری برنامه ریزی درسی دانشگاه تبریز)
کلید واژه: خودکارآمدی تحصیلی, هوشمند سازی مدارس, نگرش به فناوری اطلاعات و ارتباطات, فرآیند یاددهی یادگیری,
چکیده مقاله :
هدف این تحقیق، بررسی تاثیر هوشمندسازی مدارس در تعامل با نگرش به فناوری اطلاعات و ارتباطات بر ارتقاء فرآیند یاددهی یادگیری و خودکارآمدی تحصیلی دانش آموزان پایه سوم متوسطه بوده است. روش تحقیق توصیفی از نوع علی- مقایسهای است. جامعه آماری، شامل کلیه مدارس هوشمند و عادی شهر تبریز بود. و که به روش نمونه گیری خوشهای چند مرحلهای تعداد 12 مدرسه که 6 مدرسه عادی و 6 مدرسه هوشمند به تعداد 346 نفر به صورت نمونه گیری خوشهای انتخاب شدند. برای گردآوری اطلاعات از سه پرسشنامه فرآیند یاددهی یادگیری، نگرش به فناوری اطلاعات و ارتباطات و خودکارآمدی تحصیلی استفاده شد. که دارای روایی و پایایی قابل قبولی بودند، برای تحلیل دادهها از روش تحلیل واریانس چند متغیره (MANOVA)، و t مستقل و تحلیل واریانس استفاده شده است. نتایج نشان داد: که بین فرآیندهای یاددهی و خودکارآمدی تحصیلی مدارس هوشمند و عادی تفاوت وجود دارد. همچنین بین اثر تعامل مدرسه و نوع نگرش به فناوری بر خودکارآمدی تحصیلی تفاوت وجود دارد. اما بین فرآیند یادگیری در مدارس و اثر تعامل مدرسه و نوع نگرش به فناوری فرآیند یاددهی یادگیری در مدارس هوشمند و عادی تفاوت معنی داری از نظر آماری وجود ندارد.
This study aims to determine the effect t of school intelligent building and mediator role of attitude to ICT on promoting teaching learning process and academic self-eficacy of third grade of secondary school students. This research is a causal-comparative study. The research population includes all smart and ordinary schools. The sample consists of 12 schools (6 smart and 6 ordinary schools) which were selected by cluster random sampling. Data analysis is carried out with multivariate analysis of variance (manova), independent t-test and The results indicated that there is difference in teaching learning process between smart and ordinary schools. The results also showed that there is difference between school interaction and attitude to ICT effect academic self-eficacy, but there is no statistically significant difference among learning process at schools, school interaction effect and attitude to teaching learning technology in smart and ordinary schools.
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