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.
| Published in | Science Journal of Education (Volume 5, Issue 1) |
| DOI | 10.11648/j.sjedu.20170501.11 |
| Page(s) | 1-4 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2024. Published by Science Publishing Group |
Smart Education, Normal Education, Retention, Biology
| [1] | Devlin, M. and McKay, J., 2016. Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32 (1). |
| [2] | Nowroozi, M.; Zandi, F.; Moosavi Madani, F.; 2007. Ranking the Methods of IT Application in Retention-Learning-Educating Process in School, quarterly journal of Educational Technology, 26: 10-34. |
| [3] | Leavitt, P., 2016. The Effects of Student Social Class on Learning in Computer-Mediated Versus Face-to-Face Settings. |
| [4] | Rahimi, M.; Yadollahi, S. (2011). High School Students’ Anxiety and Its Relation to Using Computer and Owning Personal Computer, proceedings of the fourth conference in E-Learning, Tehran: University of Science and Industry, September 18th, p. 1-8. |
| [5] | Pillay V. (1997). Comparing the rate of learning in the students of normal and smart schools, American Library Association. |
| [6] | Gultekina, M. (2010). Teachers and students’ views on the teaching and learning process of the social studies course. Procedia social and behavioral sciences, 2 (2): 2744-2749. |
| [7] | Ahmadi, M.; Fallah, V; and Mirzakhani, S. (2011). Comparison of the Influence. |
| [8] | Chen, Y. H. and Chen, P. J., 2015. MOOC study group: Facilitation strategies, influential factors, and student perceived gains. Computers & Education, 86, pp. 55-70. |
| [9] | Sikstrom, S. and Jaber, M. Y. (2002). The Power Integration Diffusion (PID) Model for production breaks. Journal of Experimental Psychology: Applied 8, 118–126. |
| [10] | Atkinson, S. 2004. Using Information and communication Technology in a modular Distance Learning Course, European journal of Engineering Education, Vol 3, NO, PP: 23-45. |
| [11] | Monky, L. (2009). Understanding Virtual Organizations, Information systems Control Journal, Vol. 6. |
| [12] | Collis V., Computer education for teachers, New York: McGrew-Hill, 2007. |
| [13] | Mayer R., The promise of educational psychology, prentice hall, 2004. |
| [14] | Urdan T. and Weggen C., E-Learning: Exploringa New Frontier, 2003. |
| [15] | Wang, S. (2000). Multimedia and some of its technical issues. nternational Journal of instructional Media. |
| [16] | Hamzah, M. and Embi, M. (2010). Ict and diversity in learners a Hitude on smart school initiative, Available at: http://www.sciencedirect.com |
APA Style
Farzaneh Salehipour, Maryam Bohlouli. (2017). School Smartification and Retention of Biology Lesson: Case Study in Iran. Science Journal of Education, 5(1), 1-4. https://doi.org/10.11648/j.sjedu.20170501.11
ACS Style
Farzaneh Salehipour; Maryam Bohlouli. School Smartification and Retention of Biology Lesson: Case Study in Iran. Sci. J. Educ. 2017, 5(1), 1-4. doi: 10.11648/j.sjedu.20170501.11
AMA Style
Farzaneh Salehipour, Maryam Bohlouli. School Smartification and Retention of Biology Lesson: Case Study in Iran. Sci J Educ. 2017;5(1):1-4. doi: 10.11648/j.sjedu.20170501.11
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.sjedu.20170501.11,
author = {Farzaneh Salehipour and Maryam Bohlouli},
title = {School Smartification and Retention of Biology Lesson: Case Study in Iran},
journal = {Science Journal of Education},
volume = {5},
number = {1},
pages = {1-4},
doi = {10.11648/j.sjedu.20170501.11},
url = {https://doi.org/10.11648/j.sjedu.20170501.11},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20170501.11},
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.},
year = {2017}
}
TY - JOUR T1 - School Smartification and Retention of Biology Lesson: Case Study in Iran AU - Farzaneh Salehipour AU - Maryam Bohlouli Y1 - 2017/01/31 PY - 2017 N1 - https://doi.org/10.11648/j.sjedu.20170501.11 DO - 10.11648/j.sjedu.20170501.11 T2 - Science Journal of Education JF - Science Journal of Education JO - Science Journal of Education SP - 1 EP - 4 PB - Science Publishing Group SN - 2329-0897 UR - https://doi.org/10.11648/j.sjedu.20170501.11 AB - 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. VL - 5 IS - 1 ER -
Information
Email: