Abstract:Since biology is one of the basic courses which requires deep conceptual understanding, teaching it in the usual way \ has been faced with challenges. On the other hand, smart schooling is recommended as the best pattern for the technology and information development in education. This research aims to analyze the effects of smartifying the schools on students' biology learning in the first grade of high school. The method applied is semi-trial with test and control groups. This research uses cluster random sampling among the high schools in Kermanshah. The first grade students of two classes with traditional education system and two classes with smart education system were selected. The sample size included 100 students divided by half into the test and control groups. The independent variable is the smart schools, and the dependent variable is learning. Chapter VIII content of the Biology Course was presented to both groups via traditional and smart methods. The applied tool was researcher-made learning examination, implemented in two phases (pre-test and post-test) on the groups. The results were analyzed via independent t-test in SPSS. The difference between the pre-test and post-test scores for both control and test groups reveals that there's a significant difference between the two groups; the mean score is higher in the test group.
Abstract:In this paper, the influence of smart schools on retention of biology lesson among first grade high school students of Kermanshah city in Iran is studied in education year 2015-2016. The research method is quasi-experimental with two experiment and control groups. By cluster random sampling, two classes with normal educational system and two classes with smart educational system are selected among first grade high school students of Kermanshah. The sample size included 100 students who are divided into two 50-member experimental and control groups. The independent variable is smart schools and the dependent variable is retention. The content of the eighth chapter of the biology book is taught to both groups in normal and smart methods. The applied tool is a researcher-designed retention test that is performed in two pretest and posttest retention stages in two groups. First, no significant difference is seen in the levels of preliminary knowledge of the students in two groups. After the experiment, a posttest is condycted to evaluate retention level in both groups. The average score of the experiment group is bigger than the average score of the control group. The independent t-test is used to examine the research hypothesis. This test is calculated with 95% confidence, which indicates a significance difference between the students' retention process in biology and its implication in teaching and retention of biology.
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