The Effectiveness of Technology-based Learning on Classroom Flourishing, Academic Engagement, and Academic Procrastination of Students
The Effectiveness of Technology-based Learning on Classroom Flourishing, Academic Engagement, and Academic Procrastination of Students
Subject Areas : Educational Psychology
Jafar Bahadorikhosroshahi 1 * , habibe malekzadeh 2
1 - Assistant of Educational Psychology, Department of Educational Sciences, Faculty of Education and Psychology, Azarbaijan Shahid Madani University, Tabriz, Iran
2 - Master's degree in Educational Technology, Chabahar International University, Iran
Keywords: Technology-based learning, Classroom flourishing, Academic engagement, Academic procrastination, Students,
Abstract :
The aim of the present study was to determine the effectiveness of e-learning technology-based learning on classroom flourishing, academic engagement, and academic procrastination in students. The research method was quasi-experimental with a pre-test-post-test design with a control group. The statistical population of this study included all female second-grade high school students in Konarak in the academic year 2024-2025, 40 of whom were selected by convenience sampling and randomly assigned to two experimental and control groups, each with 20 participants. Data collection instruments included the Classroom Flourishing Questionnaire by Bayat and Rezaei (1402), the Academic Engagement Questionnaire by Reeve (2013), and the Academic Procrastination Questionnaire by Solomon and Rothblum (1984). Data were analyzed using covariance analysis. The research findings showed that technology-based learning affects classroom flourishing, academic engagement, and academic procrastination in students (p<0.05). Based on the findings, it can be concluded that the purposeful use of new technologies in the teaching-learning process can provide a suitable platform for improving educational quality and lead to the development of academic skills and improved student performance
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