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 Table of Contents  
ORIGINAL ARTICLE
Year : 2017  |  Volume : 3  |  Issue : 1  |  Page : 47-52

Effectiveness of smart training on self-efficacy and self-regulation in science course of Fifth Grade students of primary schools


1 Department of Educational Science, PhD of Educational Science, Sabzevar Branch, Islamic Azad University, Sabzevar, Iran
2 Department of Computer Engineering and Information Technology, Amirkabir University of Technology, Tehran, Iran

Date of Web Publication16-Jan-2017

Correspondence Address:
Dr. Ali Mohammad Naemi
No. 17, North Kashefi Avenue, Kashefi, 22 Bahman Street, Sabzevar
Iran
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/2395-2296.186521

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  Abstract 

Aim: The purpose of this study was to evaluate the effect of smart training on self-efficacy and self-regulation in science course of male students in the Fifth Grade of primary schools of Sabzevar. Methods: This research was semi-experimental study using pretest-posttest with control group. Population included all male students in the Sixth Grade of primary schools in 2014. The sampling method in this study was a random cluster, and the sample size is equal to 56 (28 persons are present in the experimental group and 28 persons in the control group). The required data were collected using general self-efficacy and Boufard's self-regulation scale. The experimental group received science course by smart teaching and control group received by traditional methods. The research was carried out for one semester. SPSS software (IBM Company in USA), descriptive statistics, and covariance analysis were used to analyze data. Results: The results showed that there are significant differences between the scores of the two groups, and smart training increased the self-efficacy and self-regulation more than traditional methods. Conclusion: Based on results of this research, smart schools cause the development of self-efficacy and self-regulation more than traditional schools, and smart schools prepare students to face mental and environmental challenges and damages by self-efficacy and self-regulation skills.

Keywords: Self-efficacy, self-regulation, smart training


How to cite this article:
Naemi AM, Naemi A. Effectiveness of smart training on self-efficacy and self-regulation in science course of Fifth Grade students of primary schools. Int J Educ Psychol Res 2017;3:47-52

How to cite this URL:
Naemi AM, Naemi A. Effectiveness of smart training on self-efficacy and self-regulation in science course of Fifth Grade students of primary schools. Int J Educ Psychol Res [serial online] 2017 [cited 2024 Mar 28];3:47-52. Available from: https://www.ijeprjournal.org/text.asp?2017/3/1/47/186521


  Introduction Top


Information and communication technology (ICT) in the contemporary world is a controversial discussion that not only affects different aspects of individual and social life but also the educational system, too. The educational system of any society should coordinate with social changes. The smart school as an important component of dynamic educational system is reconstructed to improve learning process and management systematically and prepare students to live in the era of information and communication.

Perkins from Harvard University has played a primary role in the design and development of smart schools in his long-term research and development programs in the areas of education and learning for the sake of understanding, creativity, problem-solving, reasoning and also in the arts, sciences, and life. He has also studied the role of educational technology in teaching and learning.[1]

Smart schools refer to schools that have internet for all students and take advantage of the latest technologies in teaching and school management. Classes equipped with features such as cameras, television screens, smart boards, and other educational tools and a computer laboratory for leisure time and searching for scientific articles. In this school, students can use laptops or mobiles with wireless networks and software facilities and internet. Hence, the smart school has necessary and sufficient substructures to developed information technology and prepares facilities for the use of all students and teachers.

Students at smart schools have the roles of learners and teachers. In these schools, the curriculum is not restrictive, i.e., students can go ahead of curriculum, and the teaching methods are student-centered. Emphasis on the skills of thinking and providing learning-teaching environment is one of the strategies of smart schools.[2]

Self-efficacy is confident of individual feels about handling particular tasks, challenges, and contexts.[3] On the other hand, self-efficacy is people's beliefs "about their capabilities to produce designated levels of performance that exercise influence over events that affect their lives."[4]

Self-efficacy refers to people's beliefs in their abilities to use motives, cognitive sources, and control over a certain event. Thus, one of the basic aspects of self-efficacy is the belief that people can affect their lives' events by applying control; in stressful situations, applying control over conditions is an important factor which helps to adapt to different situations.[3] According to Bandura, people's perceptions of their self-efficacy are developed by four sources: Victorious experiences (personal life history), mastery experiences (observing others' behaviors and the consequences of their behaviors), verbal persuasion (the effect of others' words about abilities and skills), and physiological and emotional states (unpleasant physiological arousal compared to pleasant physiological arousal).[3]

In Bandura's understanding, high self-efficacy "fosters intrinsic interest and deep engrossment in activities;"[4] on the contrary, a lack of self-efficacy may cause people to have low aspirations, slacken their efforts, and give up easily. In addition, some researchers have further indicated that learners' cognitive processes can be influenced by self-efficacy.[5]

With regard to self-efficacy, Pajares and Valiante stated that the beliefs that young people hold about their endeavors are vital forces in the subsequent success or failures they attain in these endeavors. They added that these self-efficacy beliefs provide the foundation for motivation, well-being, and personal accomplishment in all areas of life. This is because unless young people believe that their actions can produce the results they desire, they have little incentive to act or to persevere in the face of the difficulties that inevitably ensue.[6]

In sum, high self-efficacy may lead to more positive learning habits such as deeper cognitive processing, cognitive engagement, persistence in face of difficulties, initiation of challenging tasks, and use of self-regulatory strategies.[7] That is a strong sense of self-efficacy can enrich human achievement in many ways.[8] For example, Caprara et al. indicated that the lower the decline in self-efficacy, the higher the grades and the greater the likelihood of remaining in high schools.[7] Hoffman and Spatariu similarly demonstrated the positive effects of self-efficacy on problem-solving efficiency.[9] Putwain et al. found that students with high self-efficacy have better educational performances than those with lower self-efficacy; they showed that educational self-efficacy determines the advances of education and emotions.[10]

So far, few studies have been done on smart schools in Iran. Zamani et al. found in their study aiming to examine the weaknesses, opportunities, and threats of providing smart schools that students and teachers' literacy in these schools in terms of computer technology and information is higher than in ordinary schools.[11] Adib et al. showed that there is a difference between the process of teaching and self-efficacy in smart and traditional schools.[12] Basak et al. concluded that computer programs help adults to improve their decision-making skills.[13] Basak et al. inferred that the enhancement of computer cognition affects cognitive functions (active memory, attention, speaking skills, spatial visualization abilities, and fluency.[14]

Self-regulation is described and defined from various perspectives and measured in a myriad of ways.[15] According to Kitsantas et al., academic self-regulation refers to students who are independent, self-initiated learners with the ability to use a variety of learning strategies to accomplish specific learning goals.[16] Zimmerman believed that self-regulated learning is the process by which students plan, monitor, and regulate their own learning. It refers to thoughts, feelings, and actions that are planned and adjusted to improve motivation and learning.[17] According to McClelland and Cameron, self-regulation generally refers to the capability of controlling or directing one's attention, thoughts, emotions, and actions.[18] The handbook of self-regulation states that all contributing authors had different definitions of self-regulation but could agree on a common theme: Self-regulation refers to the exercise of control over oneself, especially with regard to bringing the self into line with preferred (thus, regular) standards.[19]

Self-regulatory is significant because the purpose of education is to enhance lifelong learning skills. After graduating from high school or university, young adults can learn very important abilities through unofficial ways.[20] Self-regulatory includes strategic performance adjusting processes and self-monitoring.[21] Self-regulation, defined as working memory, attention, and inhibition control, was the primary area of measurement in this dissertation. These three aspects of self-regulation are key for success in the early childhood classroom, that is, they are predictive of academic success. In addition, strengthening these skills could have long-term academic benefits.[18],[22] Researches have shown that the technology-enhanced learning environments have three important characteristics which considerably contribute to the depth and breadth of learning processes: Complexity, interactivity, and authenticity; and these features play an important role in the development of self-regulation.[23] Meshkat and Froozeshnia found that using weblogs and computers will make a positive attitude, motivation, and self-regulation for foreign language learners.[24] Yuuml carried out a study to find out the effect of using blog on self-regulatory learning of German language teachers and concluded that the learning process supported using blog applications positively influenced various self-regulated learning dimensions of prospective teachers.[25] Lee has reported that the effects of digital literacy and self-regulation on the learning outcomes and mediating role of self-regulation between digital literacy and learning outcomes.[26] A number of studies have revealed that self-regulation can predict academic performance in an ICT environment.[27],[28] Positive opinions regarding the relationship between self-regulation and learning motivation have also been reported.[29],[30],[31]

In recent years, many efforts have been made to develop skills of observation, measurement, using tools, understanding and interpretation of data and problem solving, and the development of creativity, motivation, and self-regulation is considered as the main objective of education. Therefore, in today's world, the acquisition of computer skills is necessary. Equipping students with these skills needs a kind of training that is not compatible with traditional ways of teaching. In smart schools, computers alter the teaching. In these schools, students can learn about scientific resources such as teachers and students in other schools.[32]

Iran's educational system still emphasizes on the learning through traditional teaching methods. In other words, the common education in Iran schools is traditional, that is, mainly through hearing. In visual-hearing education, it is tried to educate using animation films, music, etc. In ordinary schools, the teachers' lesson plan is comprised some of the instructions, lesson plans, additional tests, and classroom quizzes, etc., but education in multimedia classes supplies film, picture, voice, and slides are used to increase the quality and permanence of the learning materials. This is the first step toward smart schools.

In traditional methods that emphasize learning through hearing, there are not enough the strategies adopted for the development of self-efficacy and self-regulation. Realization of these goals is possible only through precise designed training. The aim of this study was to evaluate the effect of smart training on self-efficacy and self-regulation in science course of male students in the Fifth Grade of primary schools of Sabzevar. The hypothesis of this study includes:

  • There is a significant difference between self-efficacy of students in traditional and smart schools
  • There is a significant difference between self-regulation of students in traditional and smart schools.



  Methods Top


This research was semi-experimental study using pretest-posttest with the control group. Population included all male students in the Fifth Grade of primary schools in Sabzevar at 2014. The sampling method in this study was a random cluster. In this case, two schools were selected randomly from the smart schools and traditional schools which are matched (one school from each type of schools). Then, one class (28 persons in the experimental group and 28 persons in control group) was chosen from selected schools randomly. In this study, the experimental group received science lesson by smart teaching and control group received training by traditional methods for one semester. Both groups completed the questionnaires of creativity and self-regulation in the pre- and post-test.

The instruments which were used in the study were as follows:

General self-efficacy

This questionnaire was provided by Sherer and Maddux's in 1982. The scale has 17 items and 5-point Likert-types. The maximum score is 85 and minimum is 17. This scale measures three behavioral aspects: Tendency toward beginning behavior, tendency toward developing efforts to complete homework, and resisting hurdles. Sherer and Maddux reported the reliability coefficient of the scale to be 0.86.[33] Reliability was reported using Cronbach's alpha 0.83 in Iran.[34]

Boufard's Self-regulation Questionnaire

This questionnaire was developed by Bouffard et al.[35] The scale has 14 items and five options (from low to high or high to low). The maximum score is 14 and minimum is 70. The scores obtained indicate the level of self-regulation of individuals. Reliability reported using Cronbach's Alpha 0.71.[36]

Finally, the pre- and post-test data were analyzed using analysis of covariance (ANCOVA) for investigating of this study. At first, the descriptive statistic of the variable are explained than the analysis of covariance is described.


  Results Top


In the results section, descriptive statistics of variables are first demonstrated in [Table 1]. After that, the results of ANCOVA are shown.
Table 1: Descriptive analysis of creativity and self-regulation score in pre- and post-test in control and experimental groups


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To study of the normality and selection of proper hypothesis test, Kolmogorov-Smirnov test is used. Regard to [Table 2], since P values 0.691, and 0.726 are more than 0.05, so the data are normal and parametric tests can be used.
Table 2: Results of Levin test for studying the variance equality in the groups in self-efficacy and self-regulation


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To ensure equality of variances (the default covariance analysis), Levin test was conducted [Table 2]. The results showed that the level is significantly (0.623, and 0.734) higher than 0.05. Therefore, the assumption of equality of variances of scores was confirmed in both experimental and control groups.

The results of ANCOVA in [Table 3] showed that there is a significant difference between the two groups in posttests scores of self-efficacy (F = 32.65, P < 0.01). Eta index indicated that 58% of self-efficacy scores related to smart training. Thus, the first hypothesis was approved. Other researches indicated that there is a significant difference between the scores of self-regulation (F = 57.34, P < 0.01), and Eta index indicated that 36% of self-regulation scores related to smart training. Therefore, the second hypothesis was confirmed.
Table 3: Results of analysis of covariance analysis on pre- and post-test average points of the two groups in creativity and self-regulation


Click here to view



  Discussion and Conclusion Top


This study was aimed to determine the effect of smart training on the self-efficacy and self-regulation. The research findings showed that smart training has a positive and significant impact on increasing the self-efficacy of students. This result is consonant with the findings of Zamani et al.,[11] Adib et al.,[12] Basak et al.[13] Other result of this research has shown that smart training has a direct and positive effect on increasing the self-regulation of students. This result is consonant with the findings of Meshkat and Froozeshnia,[24] Yuuml,[25] and Lee.[26]

Smart schools incorporate to teach, so every student will have an opportunity to grasp the essential information for his education. It encourages students to embrace technology in their learning. Using electronic educational environment and smart schools, teacher could use multimedia educational materials such as film, picture, slide, smart boards, and educational software in planning lessons; teaching-learning process and evaluation to enhance quality and durability of instruction, whereas in traditional learning environment lesson plans include instructions, curriculum, and class tests and confine to teacher. According to the findings of this research, it can be said that: One of the important factors affecting students' self-efficacy and self-regulation is quality of teaching and training. In smart school, students are center of training and teachers has a significant role in the increasing self-efficacy and self-regulation of student by their reciprocity to their students and timely guidance. The results of research showed that smart schools cause the development of self-efficacy and self-regulation more than traditional schools, and smart schools prepare students to face mental and environmental challenges and damages by self-efficacy and self-regulation skills. Students in smart schools learn how to use smart boards, educational software, and internet, they can use the available information in this environment to focus on school-related and nonacademic activities in their leisure time; and this has helped to promoted decision-making, self-efficacy, and self-regulation. There are limitations in this research such as this research is limited for science textbook and it is implemented to male students of the Fifth Grade students of primary schools. Since this study was conducted only in science course of male students in the Sixth Grade of primary schools, further research is needed in other courses and educational levels and female students to compare the results.

Financial support and sponsorship

Nil.

Conflicts of interest

There are no conflicts of interest.

 
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