Volume 30, Issue 5 (8-2023)
RJMS 2023, 30(5): 294-302 |
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Research code: 01
Ethics code: IR.IAU.SARI.REC.1403.100
Clinical trials code: 01
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Abbasi H. The Effect of Online Education on Academic Resilience and Academic Motivation of Students. RJMS 2023; 30 (5) :294-302
URL: http://rjms.iums.ac.ir/article-1-8696-en.html
URL: http://rjms.iums.ac.ir/article-1-8696-en.html
Ph.D., Department of Educational Sciences, Arak Branch, Islamic Azad University, Arak, Iran , hadighehabbasi@gmail.com
Abstract: (285 Views)
Background & Aims: Nowadays, one of the most important concerns of education administrators, parents, and students is the discussion of learning to achieve academic success. On the other hand, traditional teachings are not effective either; they cannot meet the needs of today's learners. For this reason, teachers are looking for new methods and approaches for better and more effective education. Quality education is another important concern of teachers. The teachers have well understood that the uniformity and lack of initiative in the teaching method cannot provide the basis for the academic growth and success of the students. Also, one of the educational inefficiencies in today's schools is the inadequacy of teaching time with educational content in classrooms, especially in the interaction between teacher and student, which has seriously challenged the educational program. As a result, teachers should look for a new approach to teaching and learning that has a different look at the classroom. One of the most appropriate of these new methods of education is individual education, including virtual education. The virtual education method is one of the types of modern education methods that has received a lot of attention in the last decade. Therefore, the purpose of this research was to the effect of online education on academic resilience and academic motivation of 12th-grade female students in Sari City.
Methods: In terms of practical purpose, this research was a field data collection method, and in terms of descriptive nature, it was a quasi-experimental type (pre-test-post-test with a control group). The statistical population included all 12th-grade female students of Sari city in 1402-1401 in the number of 1450 people, of which 40 were randomly selected from the 12th-grade students of the second secondary school and after the pre-test was conducted among 40 people, 30 people who got the lowest score (15 people in the experimental group and 15 people in the control group) were selected as samples. The data collection tools were Samuels's (2004) and Harter's (2001) standard academic resilience questionnaires. The validity of this questionnaire was confirmed by experts. For data analysis, descriptive (mean and standard deviation) and inferential (Kolmogorov-Smirnov, variance, regression, and univariate covariance (ANCOA)) were done using Spss22 software. Virtual education was determined by the questions of Kim et al.'s virtual education questionnaire (2005). So there were a total of 21 five-choice questions, the response scale of which was a five-point Likert scale, whose options were scored from very little=1 to very much=5. So score 1 represents the least impact of virtual education and score 5 represents the greatest impact of virtual education. This questionnaire has seven subscales, each of which was determined by a number of questions. The construct validity of this questionnaire was examined and confirmed using the factor analysis method. The reliability of this questionnaire was also confirmed by calculating the Cronbach's alpha method. The resilience questionnaire was created by Samuels (2004) and its suitability was confirmed in two studies. Then, with the expansion of the study, it was published in 2009 with Wu's collaboration. The original version of this questionnaire includes 40 questions. In the Iranian norm, the number of questions in this questionnaire was reduced to 29 questions, and finally, three factors with the titles (communication skills, future orientation, and problem-oriented/positivity) were confirmed for this questionnaire. The academic motivation questionnaire was created by Harter, which includes 33 items and two dimensions (intrinsic motivation and extrinsic motivation) whose purpose is to investigate academic motivation among students. This questionnaire is measured based on a Likert scale (never, 1; rarely, 2; sometimes, 3; most of the time, 4; almost always, 5). The validity and reliability of this questionnaire were confirmed by Zahiri and Rajabi (2008) and the reliability was reported as 0.92 using Cronbach's alpha test.
Results: As shown in Table 3, the effect of virtual education on academic resilience (P < 0.05 and F = 4.757) and on academic motivation (P < 0.05 and F = 10.146) can be seen for the difference between the groups. Control and experiment) after adjusting the averages of the two groups based on the pre-test score, it is statistically significant. Therefore, it can be concluded that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City. Looking at the averages of the two groups (Table 1) shows that the test group's score in the post-test has increased compared to the control group's academic resilience. Therefore, it can be concluded that virtual education has increased the academic resilience of 12th-grade female students in Sari. The squared value of Eta is equal to 0.557. This means that 31% of the changes in academic resilience scores are due to virtual education. Also, the averages of the two groups (Table 2) show that the scores of the subjects of the experimental group in the post-test compared to the control group have increased in the students' academic motivation. Therefore, it can be concluded that virtual education has increased the academic motivation of 12th-grade female students in Sari. The squared value of Eta is equal to 0.752. This means that 75% of the changes in academic motivation scores are due to virtual education. The results showed that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City.
Conclusion: In explaining the above results, it can be said that virtual education improves academic resilience and academic motivation. As academic motivation increases, the academic resilience of the students increases, the reverse teaching method provides an active and interactive environment for students to learn, and the teacher plays the role of a guide and facilitator. As a result, students are actively and creatively involved in the subjects. Therefore, teachers' teaching approaches play an important role in encouraging learners to adopt the best learning methods. On the other hand, virtual education creates a suitable environment for students to relax and enter the class without stress and anxiety and with full preparation, their self-confidence and participation in class activities also increases and that's it. It improves the level and level of resilience of students. It can be said that virtual education has increased the academic resilience of 12th-grade female students in Sari.
Methods: In terms of practical purpose, this research was a field data collection method, and in terms of descriptive nature, it was a quasi-experimental type (pre-test-post-test with a control group). The statistical population included all 12th-grade female students of Sari city in 1402-1401 in the number of 1450 people, of which 40 were randomly selected from the 12th-grade students of the second secondary school and after the pre-test was conducted among 40 people, 30 people who got the lowest score (15 people in the experimental group and 15 people in the control group) were selected as samples. The data collection tools were Samuels's (2004) and Harter's (2001) standard academic resilience questionnaires. The validity of this questionnaire was confirmed by experts. For data analysis, descriptive (mean and standard deviation) and inferential (Kolmogorov-Smirnov, variance, regression, and univariate covariance (ANCOA)) were done using Spss22 software. Virtual education was determined by the questions of Kim et al.'s virtual education questionnaire (2005). So there were a total of 21 five-choice questions, the response scale of which was a five-point Likert scale, whose options were scored from very little=1 to very much=5. So score 1 represents the least impact of virtual education and score 5 represents the greatest impact of virtual education. This questionnaire has seven subscales, each of which was determined by a number of questions. The construct validity of this questionnaire was examined and confirmed using the factor analysis method. The reliability of this questionnaire was also confirmed by calculating the Cronbach's alpha method. The resilience questionnaire was created by Samuels (2004) and its suitability was confirmed in two studies. Then, with the expansion of the study, it was published in 2009 with Wu's collaboration. The original version of this questionnaire includes 40 questions. In the Iranian norm, the number of questions in this questionnaire was reduced to 29 questions, and finally, three factors with the titles (communication skills, future orientation, and problem-oriented/positivity) were confirmed for this questionnaire. The academic motivation questionnaire was created by Harter, which includes 33 items and two dimensions (intrinsic motivation and extrinsic motivation) whose purpose is to investigate academic motivation among students. This questionnaire is measured based on a Likert scale (never, 1; rarely, 2; sometimes, 3; most of the time, 4; almost always, 5). The validity and reliability of this questionnaire were confirmed by Zahiri and Rajabi (2008) and the reliability was reported as 0.92 using Cronbach's alpha test.
Results: As shown in Table 3, the effect of virtual education on academic resilience (P < 0.05 and F = 4.757) and on academic motivation (P < 0.05 and F = 10.146) can be seen for the difference between the groups. Control and experiment) after adjusting the averages of the two groups based on the pre-test score, it is statistically significant. Therefore, it can be concluded that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City. Looking at the averages of the two groups (Table 1) shows that the test group's score in the post-test has increased compared to the control group's academic resilience. Therefore, it can be concluded that virtual education has increased the academic resilience of 12th-grade female students in Sari. The squared value of Eta is equal to 0.557. This means that 31% of the changes in academic resilience scores are due to virtual education. Also, the averages of the two groups (Table 2) show that the scores of the subjects of the experimental group in the post-test compared to the control group have increased in the students' academic motivation. Therefore, it can be concluded that virtual education has increased the academic motivation of 12th-grade female students in Sari. The squared value of Eta is equal to 0.752. This means that 75% of the changes in academic motivation scores are due to virtual education. The results showed that virtual education has an effect on the academic resilience and academic motivation of 12th-grade female students in Sari City.
Conclusion: In explaining the above results, it can be said that virtual education improves academic resilience and academic motivation. As academic motivation increases, the academic resilience of the students increases, the reverse teaching method provides an active and interactive environment for students to learn, and the teacher plays the role of a guide and facilitator. As a result, students are actively and creatively involved in the subjects. Therefore, teachers' teaching approaches play an important role in encouraging learners to adopt the best learning methods. On the other hand, virtual education creates a suitable environment for students to relax and enter the class without stress and anxiety and with full preparation, their self-confidence and participation in class activities also increases and that's it. It improves the level and level of resilience of students. It can be said that virtual education has increased the academic resilience of 12th-grade female students in Sari.
Type of Study: Research |
Subject:
Clinical Psychiatry
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