In collaboration with Payame Noor University and Iranian Electronic Learning Association

Document Type : scientific-research

Authors

1 Department of Educational Sciences, Payame Noor University, Tehran, IR of Iran.

2 M.A. in educational research, Department of Educational Sciences, Faculty of Education and Psychology, Payam Noor University, Tehran , IR of Iran.

Abstract

Given the growing importance of the use of novel technologies, especially in the field of education, and with regard to the necessity of learning the use of e-learning by community members, specifically students, the present study aimed to evaluate the role of critical thinking disposition and academic self-efficacy in the acceptance of e-learning by students. This was a descriptive survey research, and the statistical population (n=1289) included tenth-grade male students in experimental sciences and mathematics disciplines in Mashhad, Iran. In total, 288 students were selected by cluster sampling method and based on the Morgan table. Data were collected using Morgan and Jing Academic Self-Efficacy Scale (MJSES) (1999), Ricketts' Critical Thinking Disposition Questionnaire (2003), and Technology Acceptance Model by Davis and Bagozzi (1989). Notably, the instruments had confirmed validity and reliability. Data analysis was performed in SPSS version 20 using Pearson’s correlation coefficient and stepwise regression. The research question was “do critical thinking disposition and academic self-efficacy play a role in acceptance of e-learning by tenth-grade male students in experimental sciences and mathematics disciplines?” According to the results, critical thinking disposition and academic self-efficacy significantly predicted students’ acceptance of e-learning. In fact, the variable of critical thinking disposition had a share of 0.068 in the amount of acceptance of e-learning in a significant way and based on the standardized beta coefficient. Therefore, this concept can be used as a predictor of e-learning acceptance. Therefore, it is suggested that these skills be reinforced in students by families, principals, teachers and educational authorities to improve the acceptance of new educational innovations and enhance students’ academic achievement.

Keywords

Article Title [Persian]

نقش گرایش به تفکرانتقادی و خودکارآمدی تحصیلی در پذیرش یادگیری الکترونیکی دانش‌آموزان پسر پایه دهم رشته های تجربی و ریاضی

Authors [Persian]

  • علی اکبر عجم 1
  • محمد اکبریان خلیل آباد
  • اعظم عجم 2

1 گروه علوم تربیتی، دانشگاه پیام نور، ایران

2 کارشناسی ارشد تحقیقات آموزشی، گروه علوم تربیتی، دانشگاه پیام نور، ایران

Abstract [Persian]

با توجه به اهمیت روزافزون استفاده از فن‌آوریهای جدید به‌خصوص در حوزه آموزشی و ضرورت یادگیری هرچه بیشتر افراد جامعه و بخصوص دانش‌آموزان به استفاده از یادگیری الکترونیکی، این پژوهش با هدف بررسی نقش گرایش به تفکرانتقادی و خودکارآمدی تحصیلی در پذیرش یادگیری الکترونیکی در بین دانش آموزان انجام شد. پژوهش حاضر یک مطالعه توصیفی پیمایشی بود، جامعه آماری شامل کلیه دانش‌آموزان پسر پایه دهم رشته های تجربی و ریاضی شهر مشهد به تعداد 1289 نفر بود که با استفاده از شیوه نمونه‌گیری خوشه‌ای، بر طبق جدول مورگان، نمونه‌ای با حجم 289 نفر انتخاب شد. ابزار گردآوری اطلاعات پرسشنامه‌های خودکارآمدی دانش‌آموز جینگ و مورگان (1999)، گرایش به تفکر انتقادی ریکتس (2003) و پرسشنامه پذیرش یادگیری الکترونیکی دیویس و باگوزی(1989) بود این پرسش نامه ها دارای روایی و پایایی معتر می باشد. برای آزمون فرضیه ها از ضریب همبستگی پیرسون و رگرسیون گام به گام با استفاده از نرم افزار spss نسخه 20 استفاده شد. برای آزمون این سوال پژوهشی که آیا گرایش به تفکرانتقادی و خودکارآمدی تحصیلی در پذیرش یادگیری الکترونیکی دانش‌آموزان پسر پایه دهم رشته های تجربی و ریاضی نقش دارد؟ یافته های پژوهش نشان داد گرایش به تفکر انتقادی و خودکارآمدی تحصیلی پیش‌بینی کننده معناداری برای پذیرش یادگیری الکترونیکی در دانش‌آموزان می‌باشند. متغیر گرایش به تفکرانتقادی به صورت معنادار و با توجه به ضریب استاندارد بتا، سهم 0.267 در میزان پذیرش یادگیری الکترونیکی دارد که می‌تواند به عنوان متغیر پیشبین مورد استفاده قرار گیرد

Keywords [Persian]

  • پذیرش یادگیری الکترونیکی
  • گرایش به تفکرانتقادی
  • خودکارآمدی تحصیلی
  • دانش آموزان دوره متوسطه
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