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Volume 6, Issue 3 (2018)
Health Educ Health Promot 2018, 6(3): 97-102 |
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Received: 2017/08/20 | Accepted: 2018/01/2 | Published: 2018/09/9
Received: 2017/08/20 | Accepted: 2018/01/2 | Published: 2018/09/9
How to cite this article
Balali F, Ahmadi Tabatabaei S, Hassani A. Effect of Information and Communication Technology on Self-Efficacy and Academic Achievement of Students. Health Educ Health Promot 2018; 6 (3) :97-102
URL: http://hehp.modares.ac.ir/article-4-15211-en.html
URL: http://hehp.modares.ac.ir/article-4-15211-en.html
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1- Tropical & Infectious Diseases Research Centre, Kerman University of Medical Sciences, Kerman, Iran
2- Health Research Center, Futures Studies in Health Institute, Kerman University of Medical Sciences, Kerman, Iran
3- Petroleum Engineering, Department, Chemical Engineering & Analytical Science Faculty, University of Manchester, Manchester, England
2- Health Research Center, Futures Studies in Health Institute, Kerman University of Medical Sciences, Kerman, Iran
3- Petroleum Engineering, Department, Chemical Engineering & Analytical Science Faculty, University of Manchester, Manchester, England
Abstract (7322 Views)
Aims: Considering the evolution of schools and the growth of smart schools, the aim of the present study was to compare the self-efficacy and academic performance of students in conventional and smart schools.
Instruments and Methods: This cross-sectional descriptive-analytic study was conducted in Kerman, Iran, in 2015. 300 students of 8th grade studying in Kerman (145 smart school student and 155 conventional school students) were selected by multi-stage sampling method. Data were collected by a standardized academic self-efficacy questionnaire of Jinks-Morgan and analyzed using independent t-test, linear regression, Pearson correlation test and SPSS 20 software.
Findings: Academic achievement in conventional and smart schools was statistically different. So that students of smart schools had better academic achievement than ordinary schools (p=0.0001). While the self-efficacy of the two groups did not differ significantly. There was a significant direct correlation between students' academic achievement and their self-efficacy score (r=0.159, p=0.006). Also, there was a significant statistical difference, according to the type of school, occupation, and education level of parents (p<0.0001).
Conclusion: The academic self-efficacy of students in the two groups do not differ, students of smart schools have the higher academic achievement. School smartness and high self-efficacy will improve students' academic achievement.
Instruments and Methods: This cross-sectional descriptive-analytic study was conducted in Kerman, Iran, in 2015. 300 students of 8th grade studying in Kerman (145 smart school student and 155 conventional school students) were selected by multi-stage sampling method. Data were collected by a standardized academic self-efficacy questionnaire of Jinks-Morgan and analyzed using independent t-test, linear regression, Pearson correlation test and SPSS 20 software.
Findings: Academic achievement in conventional and smart schools was statistically different. So that students of smart schools had better academic achievement than ordinary schools (p=0.0001). While the self-efficacy of the two groups did not differ significantly. There was a significant direct correlation between students' academic achievement and their self-efficacy score (r=0.159, p=0.006). Also, there was a significant statistical difference, according to the type of school, occupation, and education level of parents (p<0.0001).
Conclusion: The academic self-efficacy of students in the two groups do not differ, students of smart schools have the higher academic achievement. School smartness and high self-efficacy will improve students' academic achievement.
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