The research was conducted with the aim of investigating the factors affecting behavioral tendencies toward using information technology in Guilan electronic schools staffs. The research method was descriptive-correlational. The statistical population included all the s More
The research was conducted with the aim of investigating the factors affecting behavioral tendencies toward using information technology in Guilan electronic schools staffs. The research method was descriptive-correlational. The statistical population included all the staff of the electronic schools of Guilan province with the 2145 number of participants. The sample size was estimated to be 326 by Cochran formula as well as available inaccurate sampling. The research instrument was a researcher-made questionnaire to measure the variables affecting behavioral tendencies toward the use of information technology. In order to measure the validity of the tool, face and convergent validity were used through the mean of variance (AVE), which was more than 0.5. Calculating Cronbach's Alpha showed the reliability of the tool was 0.85, also calculating Dillon-Goldstein coefficient combined validity indicated the result above 0.7. Data analysis was carried out by the use of inferential statistics and statistical technique of structural equation modeling with partial least squares approach. The results indicated the effect of subjective norms, perceived usefulness, perceived ease, perceived risk, experience in comparison to the use and the expectation of performance improvement on behavioral tendency toward using information technology. Also, the results showed that perceived adaptation has a moderating role in the relationship between perceived usefulness and perceived ease, perceived risk, experience with use, expectation of performance improvement and behavioral tendencies toward the use of information technology.
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The purpose of this study was to predict the relationship between learning styles, cognitive styles and academic achievement in electronic schools. It was a descriptive correlational study. Participants of this research were 150 first year male students enrolled in elec More
The purpose of this study was to predict the relationship between learning styles, cognitive styles and academic achievement in electronic schools. It was a descriptive correlational study. Participants of this research were 150 first year male students enrolled in electronic schools in Tehran in 2013, who were selected using random cluster sampling method. They answered the Kolb learning style inventory measuring four learning styles (convergent, divergent, assimilation and adaptation) and Witkin's Group Embedded Figures Test (GEFT) measuring two cognitive styles (field dependence and field independence). The average scores of the students at the end of the school year were also used to measure academic achievement. The data were analyzed using Stepwise Regression and Pearson Correlation Coefficient. The findings revealed a significant relationship between participants' learning styles and academic achievement. There was also a highly positive and statistically significant relationship between their cognitive styles and academic achievement. The style mostly preferred by the students as the dominant style was absorber (51.3%) and the least preferred style was accommodation (6%). The findings also revealed that both learning and cognitive styles could play an important role, as two important variables, in students' academic achievement.
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The purpose of this study was to compare the effect of e-learning on creativity, tendency to critical thinking and academic achievement in Secondary School Student in e-schools based on e-learning and ordinary schools in district 4 of Qom in the academic year 1396 to 13 More
The purpose of this study was to compare the effect of e-learning on creativity, tendency to critical thinking and academic achievement in Secondary School Student in e-schools based on e-learning and ordinary schools in district 4 of Qom in the academic year 1396 to 1395. The tools of this research include the Thinking Risk Inventory (CTDI) questionnaire and the Torrance test is used to measure creativity. The method of this study was to determine the causal-comparative type and to test the hypotheses, the t-test was used. The results of the research indicated that the mean scores of the components of creativity among students of schools with e-learning as compared to knowledge There was a significant difference between students in ordinary schools and there was no significant difference between the mean scores of critical thinking components of students in electronic schools compared to ordinary school students, but there was a significant difference between the mean scores of academic achievement in two types of schools.
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