The Effectiveness of Critical Thinking Training on the Self-Esteem of Sixth Grade Female Students

Document Type : Original Research

Authors

1 department of biology, farhangian university, tehran

2 Faculty of science, Farhangian University, Tehran, Iran

Abstract

Background and Objectives: Augmented reality is one of the new applied technologies in the field of education which has been able to simulate the real world in the form of animation, virtual objects, 3D images, sound, etc., enabling the user to interact with the curriculum and play an effective role in education by taking help from virtual space. The purpose of this research is the effect of interactive augmented reality-based education on biology education. Methods: The research was conducted using a semi-experimental method with a pre-post-test design and a memory test. The statistical population of the research included two classes of 27 female students in the twelfth grade of experimental Shahid High School in Pakdasht city in the academic year of 1401-1400 which were randomly divided into control and experimental groups. The control group was trained traditionally and the experimental group was trained with the mentioned technology. The research questionnaires included Kolb's learning styles questionnaire and researcher-made learning and memory evaluation. Statistical methods of frequency, average, standard deviation, t-tests of independent and paired groups were used in data analysis. Cronbach's alpha coefficient was used to check the reliability of the questionnaires and Koder-Richardson method was used to check the reliability of the tests. In order to check the content validity index of the questionnaires, the CVR method was used, and the CVI method was used to check the content validity index of the tests. The significance level for all tests was p<0.05. Findings and Conclusion: The findings of the research showed that the pre- and post-test difference between control and experimental groups was significant and higher average scores of the experimental group indicate better learning. But the non-significance of the post-test-remembering difference indicates the memorization of the material in both groups and the lower score drop in the experimental group confirms the greater consolidation of what has been learned. The analysis of the questionnaires of learning styles and made by the researcher also shows the effectiveness of the educational method and the reception of the students.

Keywords

References

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Theory and Practice in Teachers Education
Volume 10, Issue 17
April 2024
Pages 54-36

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