Roshan Ahmadi
Abstract
The purpose of the current research was to investigate the impact of the comprehensive virtual laboratory system on the self-efficacy of engineering technical teacher students.The present study was practical in terms of its purpose and semi-experimental in terms of method with the same pre-test and post-test, ...
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The purpose of the current research was to investigate the impact of the comprehensive virtual laboratory system on the self-efficacy of engineering technical teacher students.The present study was practical in terms of its purpose and semi-experimental in terms of method with the same pre-test and post-test, in two experimental and control groups. The statistical population of the research was students of technical engineering student teachers of Shahid Rajaee University in the field of Bachelor of Mechanics, in the second semester of the academic year 1400-1401. The statistical sample was 43 people and randomly divided into two control groups (22) and experimental groups (21). The system used was the comprehensive virtual laboratory system of Amrita University in India. The instrument used was Scherer's self-efficacy questionnaire with 17 components in the Likert scale. The reliability calculated for the instrument was obtained by Cronbach's alpha of 0.86. Descriptive statistics such as frequency distribution tables, frequency percentage, mean and standard deviation were used for data analysis, and covariance statistical test was used in the inferential statistics section. The results show that there is a significant difference between the average post-test scores of the control and experimental groups And the use of the comprehensive virtual laboratory system of Amrita University has increased the self-efficacy of technical engineering students in the components of a) tendency to initiate behavior, b) willingness to continue effort and effort, c) persistence in the task in case of failure .
