Volume 3, Issue 3 (September 2021)                   Iranian Evolutionary and Educational Psychology 2021, 3(3): 225-233 | Back to browse issues page


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Yousefi Afrashteh M, Koohneshin Seighalani M. Comparing The Effect of Virtual and Face-to-Face Education on Learning Motivation and Procrastination in Elementary School Students During the Coronavirus Pandemic (COVID-19). Iranian Evolutionary and Educational Psychology. 2021; 3 (3) :225-233
URL: http://ieepj.hormozgan.ac.ir/article-1-292-en.html
1- University of Zanjan, Zanjan, Iran
2- Payame Noor University, Qazvin Center, Qazvin , Iran
Abstract:   (2863 Views)
In the current situation, due to the spread of the coronavirus, the use of virtual education has expanded. The aim of this study is to compare the learning motivation and academic procrastination of students with face-to-face and virtual education in an applied and quasi-experimental method. The study population is all primary school students in Somehsara, city, Iran in the first half of the academic year 1300-1400, from which 30 girls and 30 boys are selected by purposive sampling from rural areas. Data are collected through David Tuckman (2001), Academic Procrastination Questionnaire and Power, China and Objective Learning Motivation (2005). The results of analysis of covariance with spss-26 software show that the mean of both face-to-face and virtual groups in the pretest is equal. However, post-test type of training on learning motivation (F = 54.24) and procrastination (F = 42.44) is significant at the error level of less than 0.01. However, gender as a second independent variable and in interaction with the independent variable of education has no effect on academic motivation and academic procrastination. Based on these results, it can be said that although the use of virtual education is inevitable, but its long-term use reduces academic motivation and increases the procrastination of elementary school students.
Full-Text [PDF 434 kb]   (797 Downloads)    
Type of Study: Original | Subject: Educational Psychology
Received: 2021/03/14 | Accepted: 2021/06/12 | Published: 2021/09/1

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