Investigating the Effect of a Researcher-Made Educational Simulation Software for Science on the Learning and Academic Achievement Motivation of Sixth Grade Students in Smart Schools of Tehran

Document Type : Original Article

Authors

1 PhD Candidate, Educational Management, Mohaghegh Ardabili University, Ardabil, Iran

2 Associate professor in Allameh Tabataba’i University

Abstract

The purpose of this study is to examine the effect of a researcher-made educational simulation software for science on the learning and academic achievement motivation of sixth-grade students in smart schools in Tehran. This research, in terms of its nature, subject, objectives, and hypotheses, is applied in type and falls under the category of quasi-experimental designs. The statistical population of the study consisted of all sixth-grade male students in smart schools of Tehran who were studying during the 2023–2024 academic year. For sampling, Nezam Mafi Smart Elementary School was selected using a purposive sampling method. The dependent variables of this research were learning and academic achievement motivation, which were measured using the relevant tests for each variable. The instruments of the study included: (1) a researcher-made science learning test for sixth grade, and (2) Hermans’ academic achievement motivation questionnaire. The validity of the learning test was confirmed by the supervisors, advisors, and experienced science teachers, and the validity of the academic achievement motivation questionnaire was also approved by supervisors, advisors, and experts in the field. The reliability coefficient of the learning test was calculated using the Kuder–Richardson method and was 0.75, and the reliability coefficient of the academic achievement motivation questionnaire, calculated using Cronbach’s alpha, was 0.84. The data obtained from these tests were analyzed using analysis of covariance (ANCOVA) with SPSS software. The findings indicated that the learning and academic achievement motivation of students who were taught using the educational simulation software were significantly higher at the 95% confidence level than those who were taught using the traditional school method.

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A Review of Theorizing of Behavioral Sciences
Volume 1, Issue 2
April 2024
Pages 69-84

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