The relationship between computer anxiety and academic progress and motivation of middle school boys in smart schools in Borujen city in the academic year of 2013-2014

Dissertation for receiving a master's degree in the field

Educational Sciences Department (Educational Technology Orientation)

Abstract

The present study investigated the relationship between computer anxiety and academic progress and the motivation of high school students in smart schools in Borujen city in the academic year 2013-2013. The research method in this research is descriptive and correlational. Also, the statistical population of the research is all male high school students of smart schools in the number of 1144 people, based on which the sample size was calculated to be 287 people. It should be noted that cluster random sampling method (multi-stage) was used to select the sample. The tools of data collection in this research are Hansen's computer anxiety questionnaire, Hermans' achievement motivation questionnaire and students' GPA scores. Pearson's correlation coefficient test was used in the data analysis. The research findings show that there is a significant and inverse relationship between computer anxiety and academic achievement with a correlation coefficient of -0.775. Also, there is a significant and inverse relationship between computer anxiety and progress motivation with a correlation coefficient of -0.707. This means that students who have less computer anxiety have more academic progress and motivation. Based on the findings of the research, it is suggested that computer skills workshops be held for students and computer skills lessons be assigned to students of all disciplines in order to strengthen students' computer skills and create a positive attitude towards computers in them.

Key words: computer anxiety, progress motivation, academic progress, intelligent schools

In today's life, computers are everywhere and as a result, many people have direct experience with computers and working with them. or have indirect But using a computer is not always a satisfying and happy event. In Iran, the vast majority of people in the society, directly or indirectly, have been exposed to interacting with computers. It is obvious that this process, due to the wide range of computer applications, the different experiences of computer users, the newness and increasing updating of this technology, and people's lack of familiarity with it, will put obstacles on users in the optimal use of information and communication technology. The phenomenon of aesthetic anxiety[1] is one such obstacle that leads people to avoid facing the computer, which ultimately leads to the deprivation of the vast world of information and the speed and accuracy of educational and research activities (Gholam Ali Lavasani, 2011). Smart schools can be effective and useful in eliminating or reducing the educational gap due to flexible curricula, the possibility of teaching with new methods, having a wide range of educational programs and methods and focusing on the role of the student, taking into account individual differences and paying more attention to the needs, interests and talents of students. Smart schools are mainly planned to meet these needs, because in these schools, students learn how to extract the information they need through information networks, how to think about them, and how to use the results of their findings to solve their problems and problems and the development and progress of their communities (Moyed Nia, 2014, p. 22). On the other hand, information and communication technology, especially the computer, is one of the forces and tools that have changed many aspects of life, and in this context, the role of computers in education has become very important, and this importance will continue to continue to grow and develop in the 21st century (Oliver [2], 2002). However, some people are afraid of working with computers and sometimes even facing them. For these reasons, these people do not want to use computers in their learning and work situations. Therefore, investigation and research related to computer anxiety, academic progress and students' progress motivation can play an effective role in improving the quality of the teaching-learning process.  Also, the results can inform those involved in education related to the improper use of computers for future decisions.

     Statement of the problem

Computer as one of the most powerful and influential tools both in the field of new technologies and in the field of education and learning and its use in daily affairs, especially in educational and occupational affairs, has become increasingly important. However, in many cases, despite having access to a computer, people use it in a limited way. And they don't have the necessary skills to use it, and the interesting thing is that they don't show any effort to acquire the necessary skills in working with computers. Many of them do not keep up with the progressive speed of today's technology and refuse to acquire the necessary skills due to anxiety and negative and irrational beliefs. Researchers in this field believe that the main factor that inhibits working with computers should be looked for in computer anxiety (Smith and Caterlick [3], 1990, Bakers and Schmidt [4], 2001, quoted by Gholam Ali Lavasani, 2011). Computer anxiety can be considered a special type of anxiety; Anxiety that is the result of a special situation. This is the situation when a person encounters a computer in the world of reality or thinking and engages in an active interaction with it. At any level of activity, the person shows anxiety and its symptoms, and finally the main consequence is avoiding and refraining from working with the computer and not getting training in the field of computer skills (same source).

Computer anxiety; It is the emotional and cognitive reactions that arise in a person when working and interacting with the computer, mostly because the person considers the computer a threat to him (Meir[5], 2006). It is obvious that if the students have interest and motivation, they will do their homework more seriously, they will learn the course material better and more easily, and they will have a high academic progress (Tavaklian, 2017). "Progress motivation means the general tendency to strive for success and choose activities whose goal is to achieve internal success or avoid failure. This motivation is one of the important social motivations" (Slavin, 1950, translated by Seyed Mohammadi, 2015, p. 365). Motivation is an inherent phenomenon that is under the influence of four factors, namely, situation (environment and external stimuli), temperament (organism's internal state and condition), goal (behavior goal, purpose and tendency) and tool (tool to achieve the goal). Humans get the necessary motivation to achieve their goals, needs and instincts. In the case of science seekers and students, the motivation of academic progress is of particular importance. With this motivation, people pursue the necessary motivation to successfully finish a task, reach the goal by achieving a certain degree of competence in their work, so that they can finally achieve the necessary success in learning and academic progress (Yousfi, 2018).

It can be clearly said that the educational system should look for solutions that stimulate the interests and attitudes of learners in the learning process.

Since there is little research in the field of the relationship between computer anxiety With the progress of education and motivation, the aim of this research is to examine the relationship between computer anxiety and the academic progress and motivation of students of smart secondary schools.

The importance and necessity of the problem

Given the extent of computer topics and the fact that today computers have become a science and a university discipline, and the use of computers and the tendency towards them have permeated schools and homes and brought many changes, teaching and learning it in a correct and scientific manner is an unavoidable matter. It is inescapable. Recent advances in the field of computers have opened a new window for learners to improve their learning methods by using this technology (McCaslin [6] and others, 2003, quoted by Razavi, 2016).

In today's rapidly changing world, humans must be equipped with the ability to keep up with the changes of the day. They should be able to acquire information, knowledge and skills necessary for a successful life through the use of new technologies. In this regard, the integration of computer technologies in the teaching and learning process is necessary and inevitable (Khosravi, 2016).

People who are anxious about computers are those who are afraid of working with it and even the thought of working with it makes them panic, so they do not learn effective things about computers.