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%.
Abstract
This study primarily aims to investigate direct impact of the variables of experience, anxiety, computer self-efficacy and academic engagement in relation to academic achievement of the students at Payame Noor University of Fars Province. Its method is correlation. Using Kerjessi and Morgan formula, ...
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This study primarily aims to investigate direct impact of the variables of experience, anxiety, computer self-efficacy and academic engagement in relation to academic achievement of the students at Payame Noor University of Fars Province. Its method is correlation. Using Kerjessi and Morgan formula, the researchers selected 410 students from among those studying at the Payame Noor University of Fars Province with random sampling method. The data collection instruments in this study include the standards questionnaires analyzed by means of route analysis and Lisrel application. The variables of cognitive, motivational and behavioral engagement, computer self-efficacy and computer anxiety have a direct, significant impact on the students’ academic achievement. Therefore, the research hypotheses are verified, i.e. the variable of computer self-efficacy has a direct, significant effect on the students’ cognitive, motivational and behavioral engagement; the variables of computer experience and computer anxiety have a direct, significant impact on the students’ computer self-efficacy; and ultimately, computer experience has a reverse, significant effect on the students’ computer anxiety. In examining overall and direct effects, it was found out that out of the effective variables in academic achievement, computer self-efficacy with an overall effect of 0.39 has the greatest impact on academic achievement, and cognitive engagement with a direct effect of 0.24 vis-à-vis other variables has the greatest effect on the students’ academic achievement, while the variable of computer anxiety is the only one which has a reserve effect vis-à-vis other research variables. Moreover, the model has a good and ideal fit toward the data.
