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اشرف زاده, توحید, مصرآبادی, جواد, یاری قلی, بهبود, شیخ علیزاده, سیاوش. (1402). اثربخشی یادگیری الکترونیک بر عملکرد تحصیلی با رویکرد فراتحلیل. فناوری آموزش, 17(3), 525-540. doi: 10.22061/tej.2023.9550.2862
توحید اشرف زاده; جواد مصرآبادی; بهبود یاری قلی; سیاوش شیخ علیزاده. "اثربخشی یادگیری الکترونیک بر عملکرد تحصیلی با رویکرد فراتحلیل". فناوری آموزش, 17, 3, 1402, 525-540. doi: 10.22061/tej.2023.9550.2862
اشرف زاده, توحید, مصرآبادی, جواد, یاری قلی, بهبود, شیخ علیزاده, سیاوش. (1402). 'اثربخشی یادگیری الکترونیک بر عملکرد تحصیلی با رویکرد فراتحلیل', فناوری آموزش, 17(3), pp. 525-540. doi: 10.22061/tej.2023.9550.2862
اشرف زاده, توحید, مصرآبادی, جواد, یاری قلی, بهبود, شیخ علیزاده, سیاوش. اثربخشی یادگیری الکترونیک بر عملکرد تحصیلی با رویکرد فراتحلیل. فناوری آموزش, 1402; 17(3): 525-540. doi: 10.22061/tej.2023.9550.2862

اثربخشی یادگیری الکترونیک بر عملکرد تحصیلی با رویکرد فراتحلیل

فناوری آموزش
مقاله 4، دوره 17، شماره 3 - شماره پیاپی 67، تیر 1402، صفحه 525-540    اصل مقاله (2.07 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9550.2862
نویسندگان
توحید اشرف زاده؛ جواد مصرآبادی* ؛ بهبود یاری قلی؛ سیاوش شیخ علیزاده
گروه علوم تربیتی، دانشکده علوم تربیتی و روان‌شناسی، دانشگاه شهید مدنی آذربایجان، تبریز، ایران
تاریخ دریافت: 16 دی 1401،  تاریخ بازنگری: 29 فروردین 1402،  تاریخ پذیرش: 13 اردیبهشت 1402 
چکیده
پیشینه و اهداف: طی چند دهۀ گذشته یادگیری الکترونیک مورد توجه بسیاری از پژوهشگران قرار گرفته است و محققان زیادی به بررسی تأثیر یادگیری الکترونیک بر عملکرد تحصیلی پرداخته ­اند که منجر به نتایج متفاوتی شده است. وجود پژوهش‌های متعدد در این حوزه لزوم انجام یک فراتحلیل، یا پژوهش ترکیبی در این حوزه را مورد تأکید قرار می‌دهد. پژوهش حاضر با هدف فراتحلیل تأثیر یادگیری الکترونیک بر عملکرد تحصیلی انجام شده است.
روش‌ها:‌ پژوهش حاضر به روش فراتحلیل انجام شد. جامعه آماری پژوهش حاضر کلیه تحقیقات معتبر منتشر شده در پایگاه‌های اطلاعاتی رایانه‌ای بود که به بررسی اثربخشی یادگیری الکترونیکی بر عملکرد تحصیلی پرداخته بودند. جامعه آماری شامل مطالعات در دسترس بود که در بین سال­های 1375 تا 1400 منتشر شده بود. به ‌منظور جمع‌‌آوری اطلاعات از چک‌لیست مشخصات طرح‌های پژوهشی مصرآبادی (1389) استفاده شد. با استفاده از روش نمونه­ گیری هدفمند و جستجوی گسترده براساس کلیدواژه­ های مشخص شده و با اعمال ملاک­های ورود و خروج، 243 پژوهش به‌عنوان نمونه انتخاب و وارد فرآیند فراتحلیل شدند. به‌منظور تجزیه و تحلیل داده­ها از تحلیل حساسیت، نمودار قیفی، مدل­های ثابت و تصادفی و تحلیل ناهمگنی با استفاده از CMA استفاده شد. از پژوهش­های منتخب به‌عنوان نمونه، در مجموع 311 اندازه اثر استخراج شد که 17 اندازه اثر افراطی در تحلیل حساسیت حذف و تحلیل‌های بعدی بر روی 294 اندازه اثر انجام شد. شاخص تعداد امن از تخریب مقدار 1911 به‌دست آمد که نشان می­دهد پس از ورود این تعداد اندازه اثر غیرمعنی­دار، اندازه اثر ترکیبی محاسبه شده غیرمعنی­دار خواهد شد.
یافته‌ها: یافته­ ها نشان داد که میانگین اندازه اثر کلی پژوهش­ های مورد بررسی برای مدل اثرات ثابت 726/0 و برای مدل اثرات تصادفی 009/1 بود که هر دو از نظر آماری معنی­دار بودند (p<0.001) که این امر بیانگر رابطه مثبت و معنی­دار بین یادگیری الکترونیکی و عملکرد تحصیلی بود. با توجه به ناهمگونی اندازه ­های اثر، جنسیت، نوع نمونه، نوع یادگیری الکترونیک، نوع درس، سن آزمودنی­ها و نوع روش پژوهش به‌عنوان متغیرهای تعدیل‌کننده بررسی شدند. نتایج نشان داد که اندازه اثر یادگیری الکترونیک با عملکرد تحصیلی در دختران بیش از پسران، در دانش­آموزان پیش ­دبستانی بیش از دیگران، در یادگیری با موبایل بیش از سایر انواع یادگیری الکترونیک، در درس روش‌های تدریس بیش از سایر دروس و در تحقیقات آزمایشی بیشتر از تحقیقات همبستگی است. همچنین نتایج پژوهش نشان داد که سن آزمودنی­ها در تبیین ناهمگنی سهم بسیار اندکی دارد.
نتیجه‌گیری: نتایج نشان داد که یادگیری الکترونیکی بر عملکرد تحصیلی تأثیر معناداری دارد و براساس معیار کوهن، اندازه اثر این رابطه بالا بود (009/1). ارائه برنامه‌هایی در راستای آموزش تأثیر یادگیری الکترونیک بر عملکرد تحصیلی، ضرورتی است که باید بیش‌ازپیش مورد ملاحظه قرار گیرد. با توجه به نتایج به‌دست آمده و کمیّت و کیفیت پژوهش­های موجود، پیشنهاد می­شود تحقیقات این دو حوزه در سطح بالاتری از لحاظ رعایت قواعد تدوین مقاله و اجرای پژوهش انجام شود. همچنین برای رسیدن به یک نتیجه قابل اعتماد در مرحله اول از آمار پارامتریک در طرح خود استفاده کنند و روش­های آماری قوی همراه با نمونه متناسب و روش­های نمونه ­گیری مناسب با جامعه استفاده شود.
کلیدواژه‌ها
اندازه اثر؛ عملکرد تحصیلی؛ فراتحلیل؛ یادگیری الکترونیک
موضوعات
یادگیری الکترونیکی
عنوان مقاله [English]
The Effectiveness of Electronic Learning on Academic Performance with Meta-Analysis
نویسندگان [English]
T. Ashrafzade؛ J. Mesrabadi؛ B. Yargholi؛ S. Sheikhalizadeh
Department of Education, Azarbaijan Shahid Madani University, Tabriz. Iran
چکیده [English]
Background and Objectives: Over the last few decades, electronic learning has been the focus of many studies and many researchers have examined the effect of electronic learning on academic performance, which yielded different results that highlighted a demand for a combination of research in this area. The aim of this research is a meta-analysis of the effect of electronic learning on academic performance.
Methods: The present study was conducted using meta-analysis method. The corpus of the present study included all valid research published which was available in computer databases that examined the effectiveness of electronic learning on academic performance. The intended data were available in related studies between 1996-2022. For gathering data, Mesrabadi research proposal checklist (2011) was used. Using the purposive sampling method and extensive search based on the specified keywords and applying entry and exit criteria, 243 studies were selected as a sample and were entered into the meta-analysis process. Sensitivity analysis, fixed and random effects models, and heterogeneity analysis with CMA software were used for data analysis. From selected studies as a sample, in total, 311 effect sizes were extracted which 17 extreme effect sizes were eliminated in sensitivity analysis and the next analyzes were performed on 294 effect sizes. The value of “fail-safe N” statistic was obtained in 1911, which indicated that after entering this number of non-significant studies, the combined effect size would be non-significant.
Findings: The findings indicated that the mean of the total effect of the studies was 0.726 for the fixed effects model and 1.009 for the random effects model; both of them were statistically significant (p<0.001) which indicated a positive and significant relationship between electronic learning and academic performance. As the effect sizes were heterogeneous, gender, type of sample, type of electronic learning, type of course, age, and type of research method were examined as the mediating variables. The results indicated that the effect size of electronic learning on academic performance is higher among the females compared to that of the males, and in preschool students more than others, in mobile-based instruction more than other types, in teaching methods courses more than other courses, and in experimental research more than correlation research. Also, the results of the research showed that the age of the subjects had a very small contribution to explaining the heterogeneity. The results showed that electronic learning had a significant effect on academic performance and based on Cohen's criterion, the effect size of this relationship was found to be high (ES=1/009).
Conclusion: Supplying programs to educate the effect of electronic learning on academic performance is a necessity that needs to be considered more than before. Considering the obtained results and the quantity and quality of existing research studies, it is suggested that the studies of these two fields be carried out at a higher level in observance of the rules of academic paper writing and conducting research. Also, to achieve a reliable result in the first stage, parametric statistics in their design and strong statistical methods with appropriate sample and appropriate sampling methods in accordance with the population should be used.
کلیدواژه‌ها [English]
Effect Size, Academic Performance, Meta Analysis, Electronic Learning
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