The Effect of Smart Schools on Computer Anxiety, Self-regulation and Academic Performance of High School Students Comparing with Non-Smart Schools

Document Type : Research Paper

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Abstract

The present research aimed at investigating the effect of smart schools on computer anxiety, self-regulation and academic performance of high school students comparing with that of non-smart schools. Causal-comparative method of research was used. The instruments used for collecting the data were computer anxiety (CARS), self-regulation and Dortaj academic performance. The population was all Yazd first grade high school students in the academic year of 2012-2013. The sample consisted of 102 smart school students that were selected through complete enumeration method and 102 non-smart students selected by matching (matched by gender, parental education and socioeconomic status). Data analysis was performed via both descriptive (descriptive statistics indicators) and inferential statistics (t-test and Pearson’s correlation coefficient). The results showed that there was a difference between smart and non-smart schools in computer anxiety, self-regulation and academic performance. There was a positive significant correlation between self-regulation and academic performance variables, a negative correlation between self-regulation and computer anxiety and no significant correlation between computer anxiety and academic performance. Concluding, the application of new technologies in smart schools can solve many educational problems

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References

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The Journal of New Thoughts on Education
Volume 11, Issue 2 - Serial Number 2
September 2015
Pages 34-48

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