نویسندگان

دانشگاه آزاد اسلامی واحد نکا

چکیده

هدف این پژوهش، نقش هوشمندسازی مدارس بر کیفیت یادگیری دانش‌آموزان از دیدگاه معلّمان دوره ابتدایی شهرستان نکا بوده است. روش پژوهش توصیفی از نوع زمینه‌یابی بوده و جامعه آماری این تحقیق را کلیه معلّمان دوره ابتدایی شهرستان نکا در سال تحصیلی 94-93 تشکیل می‌داده‌اند که شامل 293 نفر بودند و با مراجعه به جدول کرجسی و مورگان (1970) تعداد 165 نفر به روش نمونه‌گیری تصادفی طبقه‌ای به عنوان نمونه انتخاب شدند. ابزار این پژوهش، پرسشنامه محقق‌ساخته در 5 بعد طراحی شد. برای روایی پرسشنامه از دیدگاه اساتید و صابنظران استفاده شد و پایایی آن از طریق آلفای کرونباخ 894/0 محاسبه شد. نتایج نشان داد که هوشمندسازی مدارس در ابعاد کیفیت یادگیری (نگرش‌ها، عادت‌های ذهنی، بسط و اصلاح دانش، اکتساب و درهم تنیدن دانش، استفاده معنادار از دانش) نقش داشت. بین میانگین نظرات معلّمان، تفاوت وجود داشت. بین رتبه‌های ابعاد یادگیری، تفاوت معناداری وجود داشت و استفاده معنادار از دانش با 4/39 در رتبه اول و عادت‌های ذهنی با 2/93 در رتبه آخر قرار داشت.

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Making Smart Schools in the Quality of Students’ Learning From Primary School Teachers’ Viewpoints in Neka

نویسندگان [English]

  • Amin akbari nodehi
  • marzieh rezaee kalantari

چکیده [English]

The purpose of this research was to recognize the role of making smart schools in the quality of students’ learning from primary school teachers’ viewpoints in Neka. The research was carried out by a survey. The population of the study was all primary school teachers of Neka (2014-2015), Consist of 293 teachers that 165 teachers were selected by random sampling. Based on Krejcie & Morgan’s table (1970). The instrument was made by the researcher in five dimensions. The instrument was validated by some professors and scholars’ attitudes. The reliability of it was calculated by Cronbach’s alpha (0.894). The finding of this research revealed that making smart schools had a significant role in the quality of learning dimensions (attitudes, mental habits, knowledge expansion, acquisition and knowledge twisting and meaningful use of knowledge). There was a difference between teachers’ opinion mean. There was also a significant difference between learning dimensions scores. The mean of meaningful use of knowledge (39.4) was in the first place, and the mean of mental habits (93.2) came last.

کلیدواژه‌ها [English]

  • smartification
  • learning quality
  • Primary School Students

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