Hussain Shahsavary; Mohsen Roshanian Ramin; Zabih allah Allahi,
Abstract
The aim of the present research was to comparison of the effectiveness of face-to-face, virtual and blended education in achievement motivating and academic satisfaction of conservatory students. The method of the current research is descriptive and of a post-event research method. The statistical population ...
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The aim of the present research was to comparison of the effectiveness of face-to-face, virtual and blended education in achievement motivating and academic satisfaction of conservatory students. The method of the current research is descriptive and of a post-event research method. The statistical population of the present study included all male and female students of conservatories in Iranshahr, numbering 2200 people. Among these students, 400 people were selected by Sampling available method. To collect the data, used the achievement motivation questionnaire by Hermans(1977) and the satisfaction questionnaire from Shaikhul-Islami and Ahmadi (2013). To analyze the data, one-way and multivariate analysis of variance test was used. The results of the data analysis showed that there is a significant difference between the achievement motivation and the academic satisfaction of Iranshahr conservatory students in virtual, face-to-face and blended education. According to the findings, it can be concluded that blended education can be a better option for conservatories.
farhad seraji
Abstract
This study aims to investigate the role of e-learning skills in the virtual students’ academic achievement and satisfaction. The statistical population is composed of all students at the E-Learning Education Center at the University of Tehran and Mehr Alborz Higher Education Institute out of whom, ...
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This study aims to investigate the role of e-learning skills in the virtual students’ academic achievement and satisfaction. The statistical population is composed of all students at the E-Learning Education Center at the University of Tehran and Mehr Alborz Higher Education Institute out of whom, 388 individuals were selected as the sample using the relative stratified sampling method and based on Kerjessi and Moregan Table. The research method is correlation, and two researcher-developed questionnaires, e-learning preparation measurement test, and academic satisfaction test were used for data collection. Content validity of these two tests through using the views of seven e-learning specialists and their reliability upon trial administration to 60 students and calculation of Cronbach’s alpha were put at 0.84 and 0.87 respectively. Moreover, in order to measure and assess academic achievement, the researchers employed the students’ mean of academic achievement. The research data were analyzed by means of a t-test, Pearson correlation coefficient and stepwise regression, the results of which indicated that the level of students’ skills is mediocre, level of academic satisfaction is mediocre, and the level of their academic achievement is good. Pearson correlation coefficient demonstrated that there is a correlation between metacognitive and cognitive skills and academic achievement. Furthermore, the results and findings suggest that there is a correlation between metacognitive and cognitive skills and academic satisfaction, while no significant relation was found between the variables of technological skills and communication skills and academic achievement and satisfaction. The share of metacognitive skills in prediction of the students’ academic achievement is 32.8%, and that of cognitive skills is 11.5%. In addition, the share of metacognitive skills in prediction of students’ academic satisfaction is 50%, and that of cognitive skills is 17.5%.