In collaboration with Payame Noor University and Iran Educational Psychology Association

Document Type : Research

Author

Assistant Professor, Department of Educational Sciences, Payame Noor University

Abstract

The purpose of this study was to examine the effectiveness of mobile-assisted teaching in self- directed learning, problem-solving skills and academic performance of Payame Noor University (PNU) students in Boukan. The study had an interventional design involving pretest - posttest with the control group. The study's statistical population was comprised of 120 students including all the students of educational sciences who had entered Boukan PNU Center in the academic year 97-98. To collect the data, sixty participants, who were homogenized on the basis of Raven Progressive Matrices (Intelligence Quotient with 90-110), were assigned randomly into one experimental group (30 participants) and one control group (30 participants). The Self-Directed Learning Scale (Fisher et al, 2001), Problem-Solving Skills Inventory (Heppner and Petersen, 1982) and an academic performance researcher-made scale were given to the experimental group and the control group as the pre-test of the study. Then the experimental group received 8 sessions (60 minutes each session) of mobile-assisted treatment in 4 weeks, while the control group underwent conventional teaching during that period. After finishing the sessions, the participants of both groups took the post-test, and the results were compared. The obtained data were analyzed using SPSS version 24. The analysis of covariance (ANCOVA) showed significant differences in the Self-Directed Learning Scale and its components, Problem-Solving Skills Inventory and its components, and the Academic Performance Scale of the participants in the groups at 0.01 level. The findings of this study, in accordance previous studies, indicate that mobile-assisted teaching can enhance self-directed learning, problem-solving skills and academic performance of Payame Noor University students. 

Keywords

  1. خوشکام زهرا، ملک‌پور مختار، مولوی حسین (1387). اثربخشی آموزش حل مسئله گروهی بر مهارت‌های اجتماعی دانش‌آموزان با آسیب بینایی. فصلنامه کودکان استثنایی. ۱۳۸۷; ۸ (۲) :۱۵۶-۱۴۱

    سارانی، هدایت الله؛ آیتی، محمد (1393). تأثیر استفاده از تلفن همراه (پیام کوتاه) بر یادگیری واژگان زبان انگلیسی و نگرش. دانشجویان، پژوهش در برنامه ریزی درسی، (40)13،60-48.

    سلطانی عربشاهی، سیدکامران؛ نعیمی، لیلا (1391). بررسی وضعیت موجود مهارت‌های یادگیری خودراهبر در دانشجویان پزشکی. مجله علوم پزشکی رازی، دوره 20، شماره 113، آبان.

    عابدینی، یاسمین؛ مختاری، محمدمهدی (1394). مدل علّی روابط انگیزش پیشرفت و عملکرد زبان انگلیسی: نقش واسطه‌ای و فراشناختی کمک‌طلبی تحصیلی در یادگیری از طریق تلفن همراه. فصلنامه علمی – پژوهشی پژوهش در یادگیری آموزشگاهی و مجازی، سال سوم، شماره سیزدهم، زمستان.

    مرتضایی، زینب (1390). بررسی شیوع اهمال‌کاری تحصیلی در دانشجویان فردوسی و رابطه آن با میزان آشنایی با راهبردهای یادگیری و مهارت‌های حل مسئله. پایان‌نامه کارشناسی ارشد روان‌شناسی تربیتی، دانشگاه فردوسی مشهد.

    نادی، محمدعلی؛ سجادیان، ایلناز (1390). اعتباریابی مقیاس آمادگی برای خودراهبری در یادگیری برای دانشجویان پزشکی و دندان‌پزشکی، مجله ایرانی آموزش در علوم پزشکی، تابستان: 11 (2).

     

     

    1. Loveless. (2011). "Technology, pedagogy and education: reflections on the accomplishment of what teachers know, do and believe in a digital age," Technology, Pedagogy and Education, vol. 20, pp. 301-316, 2011.

    Bandura, A. (1986). The explanatory and predictive scope of self-efficacy theory. Journal of Social and Clinical Psychology, 4, 359–373.

    Buck, J. L., McInnis, E., & Randolph, C. (2013). The new frontier of education: The impact of smartphone technology in the classroom. In American Society for Engineering Education.1 (1), 1-11.

    1. Fahnoe and P. Mishra. (2013). "Do 21st century learning environments support self-directed learning? Middle school students’ response to an intentionally designed learning environment," in Society for Information Technology & Teacher Education International Conference, pp. 3131-3139.
    2. H. Su and C. H. Cheng. (2015). "A mobile gamification learning system for improving the learning motivation and achievements," Journal of Computer Assisted Learning, vol. 31, pp. 268-286.
    3. Wen and J. Zhang. (2015). "Design of a microlecture mobile learning system based on smartphone and web platforms," IEEE Transactions on Education, vol. 58, pp. 203-207.

    Chen, B., & Denoyelles, A. (2013). Exploring students' mobile learning practices in higher education. Educause Review. Retrieved on 21st Dec, 2015 from http://www. educause.edu/ero/article/exploring-students-mobile-learning-practices-higher-education.

    Chen, W. W. (2015). The relations between perceived parenting styles and academic achievement in Hong Kong: The mediating role of students' goal orientations. Learning and Individual Differences, 37, 48-54.

    Christiana & Sanda. (2015). Integration of Mobile Technology in Educational Materials Improves Participation: Creation of a Novel Smartphone Application for Resident Education, Volume 72/Number4 _ July/August.

    Cochrane, T., & Bateman, R. (2009). Transforming pedagogy using mobile Web 2.0. International Journal of Mobile and Blended Learning, 1 (4), 56-83.

    Compeau, D. R., & Higgins, C. A. (1995). Computer self-efficacy: development of a measure and initial test. MIS Quarterly, 19 (2), 189–211.

    Carneiro, R., Lefrere, P., Steffens, K. & Underwood, J. (2012). Self-regulated Learning in technology enhanced earning environments: A European Perspective. Boston: Sense publishers.

    D.-H. Shin, Y.-J. Shin, H. Choo, and K. Beom. (2011). "Smartphones as smart pedagogical tools: Implications for smartphones as u-learning devices," Computers in Human Behavior, vol. 27, pp. 2207-2214.

    D’Zurilla, T. J., Maydeu-Olivares, A., & Gallardo-Pujol, D. (2011). Predicting social problem solving using personality traits. Personality and individual Differences, 50 (2), 142-147.

    Den Exter, K., Rowe, S., Boyd, W., & Lloyd, D. (2012). Using Web 2.0 technologies for collaborative learning in distance education-Case studies from an Australian university. Future Internet, 4 (1), 216-237.

    Den Exter, K., Rowe, S., Boyd, W., & Lloyd, D. (2012). Using Web 2.0 technologies for collaborative learning in distance education-Case studies from an Australian university. Future Internet, 4 (1), 216-237.

    DeRouin, R. E., Fritzsche, B. A., & Salas, E. (2005). E-learning in organizations. Journal of Management, 31 (6), 920-940

    Diemer, J., Pauli, P., & Muhlberger, A. (2017). Virtual reality in Psychotherapy. International Encyclopedia of the Social & Behavioral Sciences (Second Edition), 12 (2): 138-146.

    Distler, J. W. (2007). Critical thinking and clinical competence: Result of the implementation of student-centered teaching strategies in an advanced practice nurse curriculum. Cognitive Therapy Research. Vol.7 No.1: 9-53.

    Driscoll M. (2000). Computer based instruction. San Francisco: Jossey-bass.

    Fernandez-Perez, V., & Martin-Rojas, R. (2022). Emotional competencies as drivers of management students’ academic performance: The moderating effects of cooperative learning. The International Journal of Management Education, 20 (1), 100600. doi: https://doi.org/10.1016/j.ijme.-2022.100600

    Fisher M, King J, Tague G. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Educ Today; 21 (7): 516-25.

    Fisher, M. J., King, A., & Tague, Z. (2001). Development of a self-directed learning readiness scale for nursing education. Nurse Education Today, 21, 516- 525.

    1. Fischer and E. Scharff. (1998). "Learning technologies in support of selfdirected learning," Journal of Interactive Media in Education, vol. 1998, 1998.

    Gibbons M. (2002). The self directed learning handbook: Challenging adolescent students to exel. San Francisco: Josset-Bass.

    Goss, H. (2022). Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature. The Journal of Academic Librarianship, 48 (2), 102485. doi: https://doi.org/10.1016/j.acalib.2021.102485

    Guglielmino, L. (1977). Development of Self-Directed Learning Readiness Scale. Doctoral dissertation, University of Georgia.

    1. Kim. (2013). "Exercise rehabilitation for smartphone addiction," Journal of exercise rehabilitation, vol. 9, p. 500.

    H.-J. Yang. (2004). "Factors affecting student burnout and academic achievement in multiple enrollment programs in Taiwan’s technical–vocational colleges, " International Journal of EducationalDevelopment, vol. 24, pp. 283-301.

    Hadwin, A. F., & Webster, E. A. (2013). Calibration in goal setting: examining the nature of judgment of confidence. Learning and Instruction, 24, 37–47.

    Heppner, P.; Pretorius, T. B.; Wei, M. & Lee, D. (2002). Examination the generalizability of problem-solving appraisal in the black south African. Journal of Counseling Psychology, 49 (4),484-498.

    Huang,Y. P.,& Flores, L. Y. (2011). Exploring the validity of the problem-solving Inventory With Mexican American High School Students. Journal of Career Assessment, 19 (4), 431-441.

    Ibanez, M., Portillo, A., Cabada, R., & Barron. M. (2020). Impact of augmented reality technology on academic achievement and motivation of students from public and private Mexican schools. A case study in a middle-school geometry course. Computers & Education. 145 (68):586-596.

    Johnson. M. (2007). The Body in the Mind. Chicago University Press. Chicago.

    1. N. Chee, N. Yahaya, N. H. Ibrahim, and M. N. Hasan. (2017). "Review of mobile learning trends 2010-2015: a meta-analysis". Journal of Educational Technology & Society, vol. 20, pp. 113-126.

    Kadirire, J., & Guy, R. (2009). Mobile learning demystified. The evolution of mobile teaching and learning, 15-56.

    Karampelas, K. Karvounidis, S., & Mantikou, S. (2014). Virtual Reality in Elementary Science Class: The Case of a Greek Primary School. ICICTE Proceedings, International Conference on Information and Communication Technologies in Education. 241-250.

    Keskin, N. O. & Metcalf, D. (2011). The Current Perspectives, Theories and Practices of Mobile Learning. Turkish Online Journal of Educational Technology-TOJET, 10 (2), 202-208.

    Knowles MS. (1975). Self-directed learning; A guide for learners and teacher. New York: Association Press.

    Koh, Loh &Hong. (2013). A Snapshot Approach of A Smartphone-Enabled Implementation, vol. 8, No. 1 (2013) 91-115.

    Kumar, M. (2011). Impact of the Evolution of Smart Phones in Education Technology and its Application in Technical and Professional Studies: Indian Perspective. International Journal of Managing Information Technology. 3 (3), 39-49.

    Lee, C., Yeung, A. S., & Ip, T. (2017). University english language learners' readiness to use computer technology for self-directed learning. System, 67, 99- 110.

    Lund, B., & Wang, T. (2019). Effect of Virtual Reality on Learning Motivation and Academic Performance: What V formance: What Value Ma alue May VR Ha y VR Have for Libr e for Library Instruction? Instruction?" Kansas Library Association College and University Libraries Section Proceedings: 9 (1):125-135

    1. Anshari, M. N. Almunawar, M. Shahrill, D. K. Wicaksono, and M. Huda. (2017). "Smartphones usage in the classrooms: Learning aid or interference?," Education and Information Technologies, vol. 22, pp. 3063-3079.
    2. Kwon, J.-Y. Lee, W.-Y. Won, J.-W. Park, J.-A. Min, C. Hahn, et al. (2013). "Development and validation of a smartphone addiction scale (SAS)," PloS one, vol. 8, p. e56936.

    Mokoena, S. (2012). Smartphones and regular cellular phones: assessing their impact on students education at the University of Zululand (Doctoral dissertation, University of Zululand).

    Mtega, W. P., Bernard, R., Msungu, A. C., & Sanare, R. (2012). Using mobile phones for teaching and learning purposes in higher learning institutions: The case of Sokoine University of Agriculture in Tanzania. In Proceedings and report of the 15th UbuntuNet alliance Annual Conference. Multiplatform E-learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education. Hershey, New York, USA: Information Science Reference, 42-56.

    NSawatsky, A. P., Ratelle, J. T., Bonnes, S. L., Egginton, J. S., & Beckman, T. J. (2017). A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory. BMC Medical Education, 17 (1), 31.

    O’Shea E. (2003). Self-directed learning in nurse educatio n: a review of the literature. J Adv Nurs; 43 (1): 62-.07

    Ozturk, C.,Muslu, G. K., & Dicle, A. (2008). A comparison of problem-based and traditional education on nursing students’ critical thinking disposition. Cognitive Therapy Research. Vol. 28 No.5: 32-75.

    1. C. Candy. (2004). Linking thinking: Self-directed learning in the digital age: Department of Education, Science and Training Canberra, Australia.

    Power, T. & Shrestha, P. (2010). Mobile technologies for English language learning: An Exploration in the context of Bangladesh. In IADIS International Conference: Mobile Learning, 19-21 March 2010, Porto, Portugal.

    P.-S. D. Chen, A. D. Lambert, and K. R. Guidry. (2010). "Engaging online learners: The impact of Web-based learning technology on college student engagement", Computers & Education, vol. 54, pp. 1222- 1232.

    Ruvuta, Jean Claude & Ongus, Raymond Wafula. (2016). Smartphone Usage and Self-Directed Learning Activities at Mount Kenya University, Kigali, Rwanda, Vol. 4, Issue 4, pp: (80-104).

    1. S. Aljomaa, M. F. A. Qudah, I. S. Albursan, S. F. Bakhiet, and A. S. Abduljabbar. (2016). "Smartphone addiction among university students in the light of some variables," Computers in Human Behavior, vol. 61, pp. 155-164.

    Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning: an evidence-based study with fifth graders. Computers & Education, 57, 1334–1347.

    Sha, L., Looi, C. K., Chen, W., Seow, P., & Wong, L. H. (2012). Recognizing and measuring self-regulated learning in a mobile learning environment. Computers in Human Behavior, 28 (2), 718–728.

    1. Rashid and H. M. Asghar. (2016). "Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations," Computers in Human Behavior, vol. 63, pp. 604-612, 2016.

    Tao, Yang, & Chau. (2018). A Research on the effect of Smartphone Use, tudent engagement and Self-Directed Learning on Individual Impact: China Empirical Study, 978-1-5386-7209-9/18/$31.00

     Teo, T., & Pok, S. (2003). Adoption of WAP-enabled mobile phones among Internet users. Omega, 31, 483–498.

    Utulu, C.S. (2012). Use of mobile phones for project based learning by undergraduate students of Nigerian private Universities. International Journal of Education and Development using Information Communication and Technology. 8. (1). 1 – 15.

    Verkasalo, H., López-Nicolás, C., Molina-Castillo, F. J., & Bouwman, H. (2010). Analysis of users and non-users of smartphone applications. Telematics and Informatics, 27 (3), 242–255.

    1. A. Cidral, T. Oliveira, M. Di Felice, and M. Aparicio. (2017). "Elearning success determinants: Brazilian empirical study," Computers & Education, 2017.
    2. H. Delone and E. R. McLean. (2003). "The DeLone and McLean model of information systems success: a ten-year update," Journal of management information systems, vol. 19, pp. 9-30, 2003.

    W.-H. Wu, Y.-C. J. Wu, C.-Y. Chen, H.-Y. Kao, C.-H. Lin, and S.-H. Huang. (2012). "Review of trends from mobile learning studies: A metaanalysis," Computers & Education, vol. 59, pp. 817-827.

    Wentzel, K. R., & Wigfield, A. (2009). Introduction. In K. R. Wentzel, & A. Wigfield (Eds.), Handbook of Motivation in School (pp. 1-8). New York: Routledge.

    Woodcock, B., Middleton, A. & Nortcliffe, A. (2012). Considering the Smartphone Learner: an investigation into student interest in the use of personal technology to enhance their learning. Student Engagement and Experience Journal. 1 (1).1-14.

    Y.-T. Chuang. (2015). "SSCLS: A smartphone-supported collaborative learning system," Telematics and Informatics, vol. 32, pp. 463-474.