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Volume 23, Issue 142 (12-2024)
Journal of Psychological Science 2024, 23(142): 315-330 |
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ABDULLAH MOHAMMED A, mohajeran B. (2024). The Effects of Information Technology Use on Students’ Academic Achievement, Creativity, and Research Orientation in Geography: The Mediating Role of Student Empowerment from the Perspective of Secondary School Geography Teachers. Journal of Psychological Science. 23(142), 315-330. doi:10.61186/jps.23.142.315
URL: http://psychologicalscience.ir/article-1-2690-en.html
URL: http://psychologicalscience.ir/article-1-2690-en.html
Department of Educational Sciences, Urmia University, Urmia, Iran. , b.mohajeran@urmia.ac.ir
Abstract: (79 Views)
Background: The use of information technology in geography education can provide opportunities for interactive and inquiry-based learning, thereby fostering students’ academic achievement, creativity, and research orientation. Realizing this potential requires attention to student empowerment and its role in strengthening students’ active participation, autonomy, and competence in the learning process.
Aims: This study aimed to examine the effects of information technology use on students’ academic achievement, creativity, and research orientation in geography, with student empowerment as a mediating variable, from the perspective of secondary school geography teachers.
Methods: This study employed a descriptive-correlational design using structural equation modeling. The statistical population comprised all 651 geography teachers working in secondary schools in Dhi Qar. Based on the sample size table developed by Krejcie and Morgan (1970), 228 teachers were selected through random cluster sampling. Data were collected using the Information Technology Questionnaire (Yavuz, 2005), the Academic Empowerment Questionnaire (Zhao & Ee, 2012), the Academic Achievement Questionnaire (Pham & Taylor, 1990), the Research Orientation Questionnaire (Shirzad et al.,2016), and the Creativity Questionnaire (Randsip, 1979). Correlation analysis and structural equation modeling were conducted using SPSS version 26 and AMOS version 23 to test the research hypotheses.
Results: Information technology had positive and statistically significant direct effects on students’ empowerment, creativity, research orientation, and academic achievement (p < .05). Furthermore, student empowerment significantly mediated the relationships between information technology and students’ creativity, research orientation, and academic achievement (p < .001).
Conclusion: The findings suggest that information technology use can enhance students’ creativity, research orientation, and academic achievement in geography, both directly and through student empowerment. Accordingly, the purposeful integration of information technology into geography education should be accompanied by opportunities for active participation, independent learning, and student responsibility.
Aims: This study aimed to examine the effects of information technology use on students’ academic achievement, creativity, and research orientation in geography, with student empowerment as a mediating variable, from the perspective of secondary school geography teachers.
Methods: This study employed a descriptive-correlational design using structural equation modeling. The statistical population comprised all 651 geography teachers working in secondary schools in Dhi Qar. Based on the sample size table developed by Krejcie and Morgan (1970), 228 teachers were selected through random cluster sampling. Data were collected using the Information Technology Questionnaire (Yavuz, 2005), the Academic Empowerment Questionnaire (Zhao & Ee, 2012), the Academic Achievement Questionnaire (Pham & Taylor, 1990), the Research Orientation Questionnaire (Shirzad et al.,2016), and the Creativity Questionnaire (Randsip, 1979). Correlation analysis and structural equation modeling were conducted using SPSS version 26 and AMOS version 23 to test the research hypotheses.
Results: Information technology had positive and statistically significant direct effects on students’ empowerment, creativity, research orientation, and academic achievement (p < .05). Furthermore, student empowerment significantly mediated the relationships between information technology and students’ creativity, research orientation, and academic achievement (p < .001).
Conclusion: The findings suggest that information technology use can enhance students’ creativity, research orientation, and academic achievement in geography, both directly and through student empowerment. Accordingly, the purposeful integration of information technology into geography education should be accompanied by opportunities for active participation, independent learning, and student responsibility.
Keywords: information technology, academic achievement, creativity, research orientation, student empowerment.
Type of Study: Research |
Subject:
General
Received: 2024/11/12 | Accepted: 2024/12/12 | Published: 2024/12/21
Received: 2024/11/12 | Accepted: 2024/12/12 | Published: 2024/12/21
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