چکیده:
The purpose of this study was to investigate the effect of technology-based teaching in chemistry on the achievement and academic motivation of 10th grade students in the academic year 2015-2016. The use of information and communication technology should find its place in the educational system and be included as an important principle in educational planning and school curriculum planning. This study was done by using quasi-experimental with pre-test and post-test design. The statistical population is comprised of tenth grade students in Yazd city. Sample size consisted of 42 subjects divided into two groups of 21 (one experimental and one control group). Experimental group trained with active technology and control group trained with traditional method. Students' academic achievement was measured through teacher-made, pre-test, and post-test tests. The validity of the tests was confirmed by experts and its reliability was estimated to be 0.86 using Cronbach's alpha. Data were analyzed using inferential statistics of covariance analysis test. The results showed that the effect of chemistry education by using active technological method on students' academic achievement is more than traditional methods.
خلاصه ماشینی:
The results of the research showed that the effect of teaching chemistry using the technology-enabled active method on the academic achievement of students is greater than traditional methods.
Technology-enabled active learning 1 is an active, problem-centered, and research-centered teaching method with a combined approach that is a fusion of group inquiry methods in the laboratory, lecturing, and simulation.
The aim of this research is to investigate the effectiveness of the technological active method in teaching chemistry on the academic progress of tenth-grade students.
The research hypothesis is as follows: There is a difference in the effect of technological active teaching on the academic progress and motivation of students compared to the conventional method.
This research can be considered within the domain of experimental research, which employs a pre-test/post-test design in one of the high schools in the city of Yazd, explains each of the variables of the technological active method, and finally provides solutions toward achieving a successful program.
In the current study, considering the research objective, namely investigating the effectiveness of the technological active method in teaching chemistry on the academic progress of tenth-grade students, a quasi-experimental research design with a pre-test and post-test was used.
The research hypothesis is based on the idea that the academic progress of students who are taught using the technological active learning method is different from those who are taught traditionally, and its effect size is estimated to be very strong.
The results showed that the effect of chemistry education by using active technological method on students' academic achievement is more than traditional methods.
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