The Effect of Educational Simulation on Learning and Academic Self-Efficacy of Students in Experiential Sciences Class
DOI:
https://doi.org/10.63053/ijhes.67Keywords:
Educational Simulation, Learning, Academic Self-Efficacy, Empirical SciencesAbstract
The present research was conducted by the aim of investigating the effect of educational simulation on learning and academic self-efficacy in experiential sciences class in fifth-grade male students in the 4th district of Karaj, Iran. The statistical population included all the fifth-grade male students in elementary schools of the 4th district of Karaj in the academic year of 2019-2020. The study sample was selected by convenience sampling method and divided into two groups of 16 (experimental and control). The research method was semi-experimental with a pretest-posttest with control group design. The data collection tools included a researcher-made learning test and an academic self-efficacy test. To examine their validity, the comments and evaluations of teachers and professors were used. The reliability of the research instrument, that is the experiential sciences learning test, was determined by the Coder Richardson 21 which equaled 0.82, and 0.80, respectively and the Cronbach’s alpha for the academic self-efficacy test was 0.85. Univariate analysis of covariance was used to analyze learning test data and multivariate analysis of covariance was used to assess academic self-efficacy. The results showed that educational simulation had a positive effect on both variables of learning with %95 confidence level (F: 69.74, P: 0.000), and academic self-efficacy (F: 14.848, P: 0.000) in students of experiential sciences classes it can be used as a learning tool. Simulation education makes it easy for students to understand the method and nature of science in order to improve problem-solving, search and generalization, knowledge acquisition and promotion of positive attitudes.
References
• Asadollahi, Maleeha, Karimipour, Ruqiya. (2015). Comparison of the effect of two simulation methods and educational video on mothers' self-efficacy in bathing premature babies: a randomized controlled clinical trial. Government - Ministry of Health, Treatment, and Medical Education - Tabriz University of Medical Sciences and Health Services - Faculty of Nursing and Midwifery.
• Birmipour, Ali and Liaqat Dar Mohammad Javad. (1388). Investigating the quality of teaching the fourth grade mathematics course in Shahr Isfahan primary school in order to provide solutions to improve the performance of students in the Tims international test, Education and Training Quarterly, Year 20, Number 4.
• Praise of Tash, (1390). A comparative study of the impact of social games and computer games on children's development, Link Journal, 385, 31-48.
• Heydarzadeh, Azam, Azizadeh Farouzi, Mansoura, Kazemi, Majid, Jahani, Yunus. (2013). The effect of computer and mannequin simulation on nursing students' understanding of self-efficacy in cardiopulmonary resuscitation. Education in Medical Sciences 10. 869-878.
• Dartaj, Fariborz. (2012). Comparison of the effect of two methods of teaching, game-based and traditional, on students' motivation and academic progress in mathematics. School psychology 4. 62.
• Salimi, Sasan, Rostgarpour, Hassan and Mohammad Hosni, Nasreen (2016), The effect of virtual laboratory simulation based on the basic principles of Meryl education on learning, memorization and spatial visualization in experimental science course, Master's thesis, Kharazmi University of Tehran.
• Saif, Ali Akbar. (2016). Modern educational psychology: psychology of learning and education. Tehran: Doran Publications.
• Tomorrow, Hashem. (2015). Educational design strategies and techniques. Tehran: Side.
• Qanavati, Shirin, Beheshtipour, Noshin. (2013). The effect of educational computer game on the self-efficacy of 8-12-year-old children with hemophilia. National conference on ways to improve the quality of nursing and midwifery services.
• Lakdashti, Abolfazl, Yousefi, Reza and Khatiri, Khadija. (1390). The effect of educational simulation software on students' learning and memorization and comparing it with the traditional teaching method. Information and communication technology in educational sciences 3. 5-21.Alt, D. (2018). Science teachers' conceptions of teaching and learning, ICT efficacy, ICT professional development and ICT practices enacted in their classrooms. Teaching and Teacher Education, 73, 141-150.
• Demirbilek, M., Ylmaz E. & Tamer, S. (2010). Second Language Instructors' Perspectives about the Use of Educational Games. Procedia Social and Behavioral Sciences, 9, 717-721.
• Gorghiu, Gabriel, Gorghiu, Laura Monica, Bizoi, Mihai, and Suduc, Ana-Maria. (2010). Setting up off a web educational video clips exhibition related to the implementation of virtual experiments in sciences education. Procedia Social and Behavioral Sciences 2. 2906-2910.
• Halpern, D. F., & Hakel, M. D. (2002). Learning that lasts a lifetime: Teaching forlongtermretention and transfer. New Directions for Teaching and Learning, 89, 3-7.
• Kelly, Janet, Bradley, Curtis, and Gratch, Jonathan. (2008). Science simulations Do they make a difference in student achievement and attitude in the physics laboratory?.
• Ketamo, H., & Suominen, M. (2010). Learning-by-Teaching in Educational Game: Educational Outcome, User Experience and Social Networks. Journal of Interactive Learning Research, 21(2), 237-255.
• Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using metacognitive
• Kim, J., Heo, N., Jeon, H. J., & Jung, D. (2015). Effects of simulation education on the communication competence, academic self-efficacy, and attitude about the elderly for nursing students: A learning approach based on an elderly-with-cognition-disorder scenario. J Korean Acad Soc Nurs Educ, 21(1), 54.
• Lewis, R., Strachan, A., & Smith, M. M. (2012). Is high fidelity simulation the most effective method for the development of non-technical skills in nursing? A review of the current evidence. The Open Nursing Journal, 6(1).
• Lindgren, R., Tscholl, M., Wang, S., & Johnson, E. (2016). Enhancing learning and engagement through embodied interaction within a mixed reality simulation. Computers & Education, 95, 174-187
• Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology education, 30(4), 159-167.
• Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93, 223-232
• Squirck, K. (2006). From content to context: Videogames as designed experence. Educational Resercher, 35(8), 19-29.
• Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 22.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 International Journal of New Findings in Health and Educational Sciences (IJHES)
This work is licensed under a Creative Commons Attribution 4.0 International License.
The journal is licensed under a Attribution 4.0 International (CC BY 4.0).
You are free to:
- Share — copy and redistribute the material in any medium or format for any purpose, even commercially.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
- The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms:
- Attribution - You must give appropriate credit , provide a link to the license, and indicate if changes were made . You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
- No additional restrictions - You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
