Volume 6, Issue 1 (March 2024)
IEEPJ 2024, 6(1): 164-175 |
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Ahmadi Gharacheh A M, Salajegheh A, Shojaeifard A. (2024). The Effect of Interactive and Non-Interactive Multimedia Training on Citizenship Skills and Social Intelligence. IEEPJ. 6(1), 164-175. doi:10.22034/6.1.164
URL: http://ieepj.hormozgan.ac.ir/article-1-650-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-650-en.html
1- Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University (PNU),Tehran, Iran , amag2004@pnu.ac.ir
2- Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University (PNU),Tehran, Iran
3- Associate Professor, Department of Management, Payamenoor University, Tehran, Iran
2- Assistant Professor, Department of Psychology and Educational Sciences, Payame Noor University (PNU),Tehran, Iran
3- Associate Professor, Department of Management, Payamenoor University, Tehran, Iran
Abstract: (2741 Views)
Objective: The primary aim of this study is to examine the impact of interactive and non-interactive multimedia education on the citizenship skills and social intelligence of sixth grade elementary school boys.
Methods: The research design employed in this study is semi-experimental, using a pre-test-post-test design with a control group. The study encompasses all primary boys' schools in the second period of Shiraz city, with a sample of 60 participants selected through available sampling, divided into two groups of 30 individuals (experimental group and control group). The research utilizes various instruments such as the citizenship skills questionnaire, the social intelligence scale, as well as interactive and non-interactive multimedia tools.
Results: The obtained data were analyzed using univariate and multivariate covariance analysis, revealing a positive and statistically significant impact of multimedia-based education on social intelligence, citizenship skills, and other factors including self-confidence, decision-making abilities, orderliness, responsibility, emotion control, conflict resolution, acceptance of others, ability to participate, and environmental preservation. Moreover, multimedia education demonstrates a positive and significant influence on social information processing and social awareness.
Conclusions: Consequently, this study demonstrates the potential of interactive and non-interactive multimedia education as an effective intervention for enhancing the citizenship skills and social intelligence
Methods: The research design employed in this study is semi-experimental, using a pre-test-post-test design with a control group. The study encompasses all primary boys' schools in the second period of Shiraz city, with a sample of 60 participants selected through available sampling, divided into two groups of 30 individuals (experimental group and control group). The research utilizes various instruments such as the citizenship skills questionnaire, the social intelligence scale, as well as interactive and non-interactive multimedia tools.
Results: The obtained data were analyzed using univariate and multivariate covariance analysis, revealing a positive and statistically significant impact of multimedia-based education on social intelligence, citizenship skills, and other factors including self-confidence, decision-making abilities, orderliness, responsibility, emotion control, conflict resolution, acceptance of others, ability to participate, and environmental preservation. Moreover, multimedia education demonstrates a positive and significant influence on social information processing and social awareness.
Conclusions: Consequently, this study demonstrates the potential of interactive and non-interactive multimedia education as an effective intervention for enhancing the citizenship skills and social intelligence
Keywords: Interactive and non-interactive multimedia, Social intelligence, Citizenship skills, Elementary school students
Type of Study: Original |
Subject:
Educational Psychology
Received: 2023/02/6 | Accepted: 2023/06/26 | Published: 2024/03/21
Received: 2023/02/6 | Accepted: 2023/06/26 | Published: 2024/03/21
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