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میرزایی, فریباالسادات, حیدری, مرضیه. (1402). بررسی رابطه بین شاخص های آموزش مجازی معلمان با پیشرفت تحصیلی دانش آموزان مقطع ابتدایی شهر آباده. فناوری آموزش, 17(3), 561-572. doi: 10.22061/tej.2023.9380.2837
فریباالسادات میرزایی; مرضیه حیدری. "بررسی رابطه بین شاخص های آموزش مجازی معلمان با پیشرفت تحصیلی دانش آموزان مقطع ابتدایی شهر آباده". فناوری آموزش, 17, 3, 1402, 561-572. doi: 10.22061/tej.2023.9380.2837
میرزایی, فریباالسادات, حیدری, مرضیه. (1402). 'بررسی رابطه بین شاخص های آموزش مجازی معلمان با پیشرفت تحصیلی دانش آموزان مقطع ابتدایی شهر آباده', فناوری آموزش, 17(3), pp. 561-572. doi: 10.22061/tej.2023.9380.2837
میرزایی, فریباالسادات, حیدری, مرضیه. بررسی رابطه بین شاخص های آموزش مجازی معلمان با پیشرفت تحصیلی دانش آموزان مقطع ابتدایی شهر آباده. فناوری آموزش, 1402; 17(3): 561-572. doi: 10.22061/tej.2023.9380.2837

بررسی رابطه بین شاخص های آموزش مجازی معلمان با پیشرفت تحصیلی دانش آموزان مقطع ابتدایی شهر آباده

فناوری آموزش
مقاله 6، دوره 17، شماره 3 - شماره پیاپی 67، تیر 1402، صفحه 561-572    اصل مقاله (866.12 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.9380.2837
نویسندگان
فریباالسادات میرزایی؛ مرضیه حیدری*
گروه علوم تربیتی، واحد آباده، دانشگاه آزاد اسلامی، آباده، ایران
تاریخ دریافت: 08 دی 1401،  تاریخ بازنگری: 26 فروردین 1402،  تاریخ پذیرش: 21 خرداد 1402 
چکیده
پیشینه و اهداف: پیشرفت تحصیلی دانش‌آموزان همواره تابع عوامل مختلفی است که در این مطالعه شاخص‌های آموزش‌‌های مجازی (حمایت معلمان از دانش‌آموزان، کیفیت ارائه دروس و همچنین استفاده از فناوری‌های به‌روز ) ‌به‌عنوان مفاهیم مرتبط با آن مطرح شده است. پیرو همین موضوع، این مطالعه با هدف بررسی رابطه بین شاخص‌های آموزش مجازی معلمان با شاخص‌های پیشرفت تحصیلی انجام شده است.
روش‌ها‌: روش تحقیق، توصیفی از نوع همبستگی بوده است. جامعه آماری این مطالعه شامل کلیه دانش‌آموزان سال آخر مدارس پسرانه مقطع ابتدایی شهر آباده به تعداد 56 مدرسه بود. برای تعیین نمونه موردنظر با استفاده از روش نمونه‌گیری غیرتصادفی سهمیه‌بندی شده از بین 65 مدرسه، 10 مدرسه به‌تصادف در نظر گرفته شد و از هر مدرسه نیز، یک کلاس با 15 نفر دانش‌آموز تعیین شدند و در مجموع تعداد 150 نفر به‌عنوان سهمیه‌های 10 کلاس منتخب پسرانه برای پاسخ به پرسش‌های طرح‌شده و در نهایت تحلیل یافته‌های این مطالعه در نظر گرفته شدند. ابزار مورد استفاده جهت سنجش ارتباط بین متغیرها، دو پرسش‌نامه شاخص‌های آموزش مجازی معلمان (دارای سه بعد) و پرسش‌نامه شاخص‌های پیشرفت دانش‌آموزان (دارای دو بعد) بود. روایی محتوایی ابزار توسط متخصصان در حوزه علوم تربیتی و پایایی با استفاده از ضریب آلفای کرونباخ مورد بررسی و تأیید قرار گرفت. جهت تحلیل یافته‌های این مطالعه در بخش آمار توصیفی از جداول و خروجی گرافیکی فراوانی نرم‌افزار SPSS نسخه 27 و جهت بررسی آمار استنباطی از معیارهای مدل‌سازی معادلات ساختاری حاصل از نرم‌افزار  Smart PLS نسخه 3 در راستای بررسی برازش مدل استفاده شد.
یافته‌ها: نتایج نشان داد بین حمایت معلمان، کیفیت ارائه دروس و استفاده از فناوری‌های به‌روز با میزان یادگیری و حضور دانش‌آموزان رابطه معنادار وجود داشت (001/0P <).
نتیجه‌گیری: به نظر می‌رسد افزایش آمادگی ذهنی معلمان و درک بهتر از شرایط آموزش مجازی بین معلمان، به شرط اصلاح زیرساخت‌ها، در طولانی مدت می‌تواند به افزایش کیفی آموزش دروس و همچنین استفاده حداکثری و مفید از ابزار فناوری در محیط مجازی بین دانش‌آموزان منجر شود.
کلیدواژه‌ها
آموزش مجازی؛ پیشرفت تحصیلی؛ شاخص؛ دانش آموزان مقطع ابتدایی؛ آباده
موضوعات
آموزش الکترونیکی- مجازی
عنوان مقاله [English]
The study of the relationship between teachers' virtual education indicators and academic achievement of Abadeh primary school students
نویسندگان [English]
F. Mirzaei؛ M. Heydari
Department of Educational Sciences, Abadeh Branch, Islamic Azad University, Abadeh, Iran
چکیده [English]
Background and Objectives: Academic achievement of students is a function of various factors. In this study, the virtual education indicators (teachers' support for students, the quality of lessons as well as the use of up-to-date technologies) have been introduced as related concepts. The aim of this study was to investigate the relationship between teachers' virtual education indicators and academic achievement indicators.
Methods:
The research method was a descriptive-correlation type. The statistical population of this study included all the male students of the final year of primary school in Abadeh, numbering 56 schools. To determine the desired sample using the non-random quota sampling method from among 65 schools, 10 schools were considered and from each school, a class with 15 students was determined and a total of 150 participants were selected as the quotas of 10 classes. The participants were considered to answer the proposed questions. Finally, the data were analyzed. The tools used to measure the relationship between variables were two questionnaires of teachers 'virtual education indicators (including three dimensions) and a questionnaire of students' achievement indicators (including two dimensions). In order to analyze the findings of this study in the descriptive statistics section, tables and graphical output of the frequency of SPSS software version 27 were used and to analyze the data via inferential statistics, structural equation modeling criteria, obtained from Smart PLS software version 3, were used to evaluate the model fit.
Findings: The results showed that there was a significant relationship between teachers' support, the quality of lessons and the use of up-to-date technologies with the rate of student learning and students' attendance (P<0.001).
Conclusion: It seems that increasing teachers' mental readiness and better understanding of the conditions of virtual education among teachers, providing infrastructure improvements, can lead to an increase in the quality of teaching lessons, as well as the maximum and useful use of technology tools in the virtual environment among students.
کلیدواژه‌ها [English]
Virtual Education, Academic Achievement, Indicator, Elementary Students, Abadeh
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