Volume 7, Issue 3 (September 2025)
IEEPJ 2025, 7(3): 0-0 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Pourahmadali A, Karimnejad M, Sheikhi Fini A A. (2025). Effect of Multimedia Combined with Traditional and Metacognitive Teaching on Psychology Students’ Motivation and Attitudes at Arak University. IEEPJ. 7(3),
URL: http://ieepj.hormozgan.ac.ir/article-1-977-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-977-en.html
1- Assistant Professor, Department of Educational Sciences, Farhangian University, P.O. Box 14665-889, Tehran, Iran, a.pourahmadali@cfu.ac.ir , a.pourahmadali@cfu.ac.ir
2- Master's Degree in Educational Technology, Kurdistan Broadcasting Center, Sanandaj, Iran
3- Associate professor, Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran
2- Master's Degree in Educational Technology, Kurdistan Broadcasting Center, Sanandaj, Iran
3- Associate professor, Department of Educational Sciences, University of Hormozgan, Bandar Abbas, Iran
Abstract: (29 Views)
Objective: This study aimed to investigate the effect of educational multimedia combined with metacognitive and traditional teaching methods on psychology students’ motivation for progress and attitudes toward their lessons at Arak University.
Methods: A quasi-experimental design with pretest-posttest and control group was employed. The statistical population included all 240 psychology students at Arak University, from which 44 students were selected through simple random sampling. Participants were randomly assigned to two groups: (1) metacognitive teaching with multimedia and (2) traditional teaching with multimedia. Data were collected using the Hermans Achievement Motivation Questionnaire (reliability = 0.84) and the Attitude to Lessons Questionnaire (reliability = 0.87).
Results: Multivariate covariance analysis revealed that the experimental group outperformed the control group in achievement motivation (p = 0.004) and attitude toward the lesson (p = 0.011), indicating statistically significant improvements.
Conclusions: The findings suggest that multimedia can enhance motivation and attitudes in psychology students, particularly when combined with appropriate teaching methods. Educators are encouraged to carefully select teaching strategies when integrating multimedia to promote deeper and more sustainable learning outcomes.
Methods: A quasi-experimental design with pretest-posttest and control group was employed. The statistical population included all 240 psychology students at Arak University, from which 44 students were selected through simple random sampling. Participants were randomly assigned to two groups: (1) metacognitive teaching with multimedia and (2) traditional teaching with multimedia. Data were collected using the Hermans Achievement Motivation Questionnaire (reliability = 0.84) and the Attitude to Lessons Questionnaire (reliability = 0.87).
Results: Multivariate covariance analysis revealed that the experimental group outperformed the control group in achievement motivation (p = 0.004) and attitude toward the lesson (p = 0.011), indicating statistically significant improvements.
Conclusions: The findings suggest that multimedia can enhance motivation and attitudes in psychology students, particularly when combined with appropriate teaching methods. Educators are encouraged to carefully select teaching strategies when integrating multimedia to promote deeper and more sustainable learning outcomes.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/02/19 | Accepted: 2025/06/30 | Published: 2025/09/1
Received: 2025/02/19 | Accepted: 2025/06/30 | Published: 2025/09/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
