Mozhgan Mehrdadian; Farokhro Jalili
Abstract
Aim: The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education.Methods: The current research was of comparative causal type. The target society of the current research was ...
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Aim: The present study was conducted with the aim of comparing academic vitality, academic self-handicapping and academic burnout of primary school students in virtual and face-to-face education.Methods: The current research was of comparative causal type. The target society of the current research was formed by all the sixth-grade students of Birjand city in the academic year of 1400-1401. Among these 150 people, for each variable, 75 of the students who received face-to-face training and 75 of the students who followed the educational activities in the Shad educational network were selected by available sampling method. The research tools were Hossein Chari and Dehghanizadeh's academic vitality questionnaires (2013), Midgly's academic self-handicapping (2000) and Rostami et al.'s academic burnout (2013). Independent t-test was used to analyze data in SPSS-26 software.Results: The findings of the research indicated that academic vitality was higher in students with face-to-face education; Also, the averages showed that academic self-handicapping was higher in students with virtual education, and in all components of academic burnout (emotional fatigue, doubt and pessimism, and inefficiency), its amount was higher in students with virtual education compared to face-to-face education (001/0>p).Conclusions: According to the findings of the research, despite the inevitable psychological benefits of virtual education, conducting extensive and deeper research in the field of comparing virtual and face-to-face education seems necessary.
Haniyeh Khademiyan vamerzani; yusef mahdavi nasab; Nasrin Mohamadhasani; seyed saeed torabi
Abstract
The current researchwas conducted with the aim of the effect of story animation method on the academic motivation and learning of Persian lessons of primary school students.The present research method It was a quasi-experiment with a pre-test,post-test design with a control group.The statistical population ...
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The current researchwas conducted with the aim of the effect of story animation method on the academic motivation and learning of Persian lessons of primary school students.The present research method It was a quasi-experiment with a pre-test,post-test design with a control group.The statistical population of the present study included all first grade female students of Damghan city, of which 30 were included in the study according to the entry and exit criteria through available sampling.To the face by accident At two groups the experiment And Witnesses (15 people in each group) were included.The participants in the pre- test and post- test phases of the Science of Power learning motivation scale, china And object (2005)and completed the questionnaire made by the researcher to learn Persian lesson and during the intervention process, the experimental group received the story animation method during two months in 18 30- minute sessions and the control group received regular daily training.To analyze the data from the software spss.24 And Univariate analysis of covariance test used.The results showed that the group receiving the story animation method had a significant increase in the post-test compared to the control group Motivation and learning Persian lesson They showed it It means that the use of story animation has been effective in improving academic motivation and learning (p<0.05).Based on the findings of the present research, it can be said that the story animation method leads to improving the motivation and learning of the Persian lesson of the first grade elementary school students.
