Compare social and self-learning skills between traditional and smart schools in high school students
Subject Areas : Education
مریم Ghanaatpishe
1
(Research Expert / Ministry of Education, Shiraz, Iran)
مسلم Salehi
2
(Assistant Professor, Faculty of Educational Sciences, Imam Ali University of Marvdasht Branch of Azad Univesity)
Keywords: social skills, self-directed learning, smart schools, traditional schools,
Abstract :
The aim of this study was to evaluate social skills and self-directed learning of students in traditional high-school to compare with students in smart high-schools in Marvdasht city. Present study in terms of objectives was applied research and in terms of type of study was causal-comparative and for statistical method independent samples t-test was used.
In order to collect required data, questionnaire was used which had reliability of 80/0, and also Cronbach alpha coefficient was 84/0. To collect data, social skills questionnaire SSRS (Gresham, 1990) and self-directed learning Guglielmino (Guglielmino, 1977).
was used. Research questions were based on five-degree Likert scale.
The population consisted of all students in smart and traditional schools in Marvdasht city in the academic year 2014 – 2015 equal to 3355 students and sample group of the research based on Morgan table included 270 students.
In this study, multi-stage sampling method was used including two groups of 135 students, consisted of students studying in traditional and smart schools.
The results of this study demonstrated that there is a significant difference between self-directed learning of students of smart schools comparing with traditional schools, and that the rate of self-directed learning of students of smart schools is more than traditional schools, and there was no significant difference between social skills of students in smart schools and traditional schools.
- Asefi, R. & Bahoo, M. & Hamidzade, Gh. (2007). National Grid plans to connect schools to the Internet and network growth. Tehran: Nas press. (in Persian)
- Barrow. L., Markman, L., & Rouse, C. E. (2009). Technology's edge: the educational benefits of computer-aided instruction. American Economic Journal: Economic Policy, 1(1), 52-74.
- Broor, A. W. & Dozhonj, O & Staut. W. Zh. (2004). The online learning (e): transition from traditional teaching and communication strategies; Translation by Mashayekh. F. & Bazargan, A. Tehran. Agah press. (in Persian)
- Chen, H., Wang, Q, & Chen, X. (2001). School achievement and social behaviors: A cross-lagged regression analysis. Acta Psychological Sinica, 33(6), 532-536.
- Daeizadeh, H. & Hoseinzadeh, B. & Ghaznavi, M. (2011). The impact of ICT on students' academic achievement in third grade Khash city. Rahbari va Modiriat Amoozeshi. 4 (4). PP 81-97. (in Persian)
- Fathi, F. & Fatehizadeh, M. & Nasr Esfahani. (2006). A. Czech Social skills transferable to prepare lists of teachers to high school students. Isfahan University Human Sciences Research. Vol .19. pp. 175-206. (in Persian)
- Gandomkaar, T. (2013). The role of non-academic study on social skills and academic performance of high school students Baladeh.
- Ghahramani, B. (2009). The effect of collaborative learning with an emphasis on social skills of Jigsaw and grade two male students tips on Green Mountain in 2008-2009. Islamic Azad University of Marvdasht. (in Persian)
- Gresham,F.M.,and S.N.Elliot.”Manual for the social skills rating system.”American Guidance Service (1990).
- Guglielmino, Lucy M. (1977). “Self- directed learning readiness scale.” Boca Raton: Guglielmino.
- Heidari, Gh. & Madaloo, Y. & Niaz Azari, M. & Jafari Goloje, A. (2011). Comparison of educational software and traditional way of teaching English academic achievement. ICT in Education. 1 (1) PP 103-115. (in Persian)
- Horton, William. 2009. E-learning by Design. USA: Pfeiffer.
- Iwasiw, C. L. C., (1987), Ther role of the teacher in self-directed Learning, Nurse education Today, 7 (5), pp. 222-227.
- Jaschik, S. (2010). Educes constituent groups online and face to face discussions on topics of interest. Retrieved from http://www.educause.
- Journal of ICT in Education. (2011). First year. Vol. 2. Islamic Azad University of Sari.
- Kazemi, H. & Omidi Najafabadi, M. (2013). Factors affecting the level of self-directed learning readiness (SDLR) Students of College of Agriculture, Science and Research Branch of Tehran. Journal of Agricultural Extension and Education, Issue 4, Winter 2013 (20). (in Persian)
- Keramati, H. & Shahraray, M. (2005). Study collaborative learning social skills development in fifth grade math achievement in Mashhad. PhD thesis. Tehran Tarbiat Moalem University. (in Persian)
- Long. B. Huey B., (2009), Skills for self-directed learning [Electronic version], 1-5 retrieved Jun 23rd 2009, from http://faculty-staff.ou.edu/l/hue.b.long-l/articles/sd/self-directed.html
- Miles,S,B,& Stipek,D.(2009).Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77,103
- Mokhtari, A. (2010). Instructional design principles virtual environments Information Technology Management Thesis, Islamic Azad University, Science and Research Branch of Tehran. (in Persian)
- Niaz Azari, K. (2005). Behavior and human relations departments of education in the Third Millennium. Tehran. Farashenakhti Andishe Press.
- Rostami, S. & Ahmadnia, Sh. (2010). The contribution of perceived social support components, predict social adjustment of female high school students in the city peers. Journal of Social Research. Forth year. PP 129-138. (in Persian)
- Sabzevar, M. (2013). Compare social learning - emotional and social skills of students in non-government schools and public schools in the city without bags. Journal of Education martyr Chamran University. Sixth Vol. Number 1. 171-188. (in Persian)
- Saffarian, S. & Fallah, V. & Mirhoseini, H. (2011). Comparing the Effects of using educational software and traditional teaching methods on learning mathematics. ICT in Education. 1 (2). Pp 21-36. (in Persian)
- Sattari, S. & Mohammadi, P. (2012). Investigate the relationship between the use of information technology and academic achievement of high school students. ICT in Education. 1 (4). 81-96. (in Persian)
- Shobiri, F. & Attaran, M. (2008). Taking advantage of educational software junior high school physics and its effect on academic achievement and student engagement in the classroom. Journal of Education. 23 (number 89). Pp 69-84. (in Persian)
- Soleimani, N. & Hadadian, A. & Shahrabi, K. (2011). Evaluate and compare the academic achievement and social skills of students and ordinary Chndpayh classes in primary schools. Journal of Leadership and Educational Administration. Forth year, Vol. 4. Pp 129-144. (in Persian)
- Soleiman Pour, J. & Khalkhali, A. & Fallah, L. (2011). The impact of ICT-based teaching methods in creating sustainable learning a third-year science class. ICT in Education. 1 (2). 77-93.
- Tavangar, H. The impact on creativity and smart schools academic performance of elementary school students in Shiraz Area 1 2013-2014 years. M. A. Thesis. Marvdasht Islamic Azad University. (in Persian)
- Ward, S.M. (2004). Our children's social skills. Eric Digest, ERIC Document Reproduction Service, Retrieved www.eric.ed.gov/ ERICPortalrecordDetail? ac cno=ED411279.
- Zare, H. & Saeed, N. & Mousapour, N. & Sarmadi. M. & Hormozi, M. (2011) The fitness of self-directed learning in virtual education and academic achievement. Journal of Higher Education in Iran, third year. Vol. 3. (in Persian)
- Zare Davijani, A. (2011). Understanding the impact of ICT on students' academic progress Psychology, Islamic Azad University Branch. Journal of Education. 18 (18). 75-94.
- Zsiga, P. L,. & Werbster, M. (2007). Why Should Secondary Educators Be Interested In Self-Directed Learning?. International Journal of Self-Directed social and self-learning skills Learning, 4(2), 38-41.
_||_