The effectiveness of integrative e-learning design model on the academic performance of Farhangiyan University

Document Type : Research Paper

Authors

1 Ph.D. Student, Educational Technology, Psychology and Educational Science, Allame Tabataba'i, Tehran, Iran.

2 Associate Professor at Educational Technology, Psychology and Educational Science, Allame Tabataba'i, Tehran, Iran

3 Professor at Department of Educational technology, Psychology and Educational Science, Allame Tabataba'i, Tehran, Iran

4 Associate Professor at Department of Educational measurement, Psychology and Educational Science, Allame Tabataba'i, Tehran, Iran

Abstract

The purpose of the current study was to investigate the impact of integrative e-learning design model on the academic performance of farhangiyan university students in Hamedan province. The current research was of applied type in the category of semi-experimental design with unequal control group. The stoical population of the study included all male undergraduate students in the field of Persian language and literature education, 30 of whom were selected through available sampling and randomly assigned to two control and experimental groups. At first, the academic performance pre-test was taken from both groups. Then the experimental group was trained based on the integrative e-learning design model for 10 sessions 90 minutes. The training for the control group was without intervention and using the usual electronic method and the same number of sessions and hours. Then, the post-test of academic performance was performed on both groups. The instrument used included the researcher made pre and posttest of objective academic performance with expert validation and reliability calculated at 0/79(pretest) and 0/81(posttest) through Cronbach,s alpha. Then the collected data were analyzed using descriptive statistics and covariance test. The finding showed that the application of integrative e-learning design model had a favorable effect on ...

Keywords

References

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Educational and Scholastic studies
Volume 13, Issue 3 - Serial Number 40
November 2024
Pages 125-136

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