New technologies and school learning
Hossein Poursoltani Zarandi
Abstract
The aim of this research was the psychometric characteristics of the questionnaire of students' perception of technology-based active learning in physical education colleges of Alborz province. The statistical population of this research was made up of students of physical education colleges in Alborz ...
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The aim of this research was the psychometric characteristics of the questionnaire of students' perception of technology-based active learning in physical education colleges of Alborz province. The statistical population of this research was made up of students of physical education colleges in Alborz province, from whom 412 questionnaires were collected using stratified random sampling. In order to collect data, the technology-based active learning questionnaire of Shroff et al. (2019) was used, which consists of 20 questions and has the components of interactive participation, problem solving skills, interest and feedback. In order to analyze the data, descriptive indices and Cronbach's and Raykov's alpha coefficient statistical tests were used to determine internal consistency and exploratory factor analysis and confirmatory factor analysis were used to determine construct validity in SPSS.21, LISREL 8.8 and Stata.17 statistical software. The results showed that the reliability of the technology-based active learning questionnaire is (0.968). Regarding construct validity and based on the degree of relationships and significance level, all the questions had a significant relationship with the factors and were able to be a good predictor for their component. Also, regarding the relationships of the components with the concept of technology-based active learning, the results showed that all four components could be a good predictor for the concept of technology-based active learning, and as a result, it can be used to measure the functions of using technology in the field of active learning among students.
Mahmoud Amanpour Gharaee; Nazila Khatib zanjani; Marjan Masoumifard; Mohakad Sarmadi; Mahdi Mahmoudi
Abstract
The purpose of this study is to design and validate a mobile learning (ML) school student education service model. The research method is integrated and qualitative and quantitative. The statistical population in the qualitative section included university professors, experts in the field of transportation, ...
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The purpose of this study is to design and validate a mobile learning (ML) school student education service model. The research method is integrated and qualitative and quantitative. The statistical population in the qualitative section included university professors, experts in the field of transportation, and traffic police, including 30 people. Purposeful sampling was done through the interview process and the data collection tool, in addition to the interview, was a researcher-made questionnaire consisting of 57 questions according to Khan e-learning model, which after confirming the validity (judgment of experts and professors) and reliability (alpha Cronbach: 0.92). Then, the study entered the quantitative section in which 389 subjects (out of 560 participants) were selected as the sample size by simple random sampling through Morgan (1972) table. The collection tool in the quantitative section was a 29-item researcher-made questionnaire based on Khan model for taxi and school service drivers, which was distributed among school and taxi drivers after verifying its validity. Descriptive and inferential statistical methods were used to analyze the data. In descriptive statistics, the central index and dispersion such as mean, standard deviation and in the inferential part of exploratory and confirmatory factor analysis at 95% confidence level with SPSS software. S18 and PLS version 3 were used. Based on the analysis of qualitative data obtained from in-depth and exploratory interviews and coding and analysis of the content of the interview text and in the meanwhile, their compliance with theoretical founda-tions, the results showed, that, the organizational di-mension with the factor of 0.589 for effective identi-fied factors in taxi driver and school service training are most important and technology with a factor load of 0.511 is the least important and other dimensions are in the next levels.
mohsen zargham; seid mohammad shobeiri; mohammad reza sarmadi
Volume 2, Issue 6 , November 2014, , Pages 17-28
Abstract
The main purpose of this research is to study explaining factors of students' tendency to use learning technology by cell phone in environmental education by students of public universities of Tehran. The population of the survey study was the bachelor, M.Sc. and Ph.D. students of public universities ...
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The main purpose of this research is to study explaining factors of students' tendency to use learning technology by cell phone in environmental education by students of public universities of Tehran. The population of the survey study was the bachelor, M.Sc. and Ph.D. students of public universities in Tehran (N=142800). Using Cochran's formula, a statistical sample of 400 students was selected by applying stratified cluster random sampling technique from Tehran, Tarbiat Modares, Shahid Beheshti, Science & Technology, Amirkabir, and Motahari universities. Questionnaire was the main instrument to collect data. The reliability of the questionnaire as assessed by Cronbach's alpha coefficient, was more than 0.70 for different parts of the measure. The results of exploratory factor analysis showed that five factors including perceived ease of use, subjective norms, self-efficacy, attitude, and perceived usefulness explained 43.93 percent of total variance. The results also showed that there were positive and significant relationships between perceived ease of use, subjective norms, self - efficacy, attitude, and perceived usefulness and the students' tendency to use cell phone in environmental education.
