The role of e-learning system on high-level thinking skills and self-regulated learning skills of students with the mediating role of interest in learning

Document Type : Original Article

Authors

1 Member of the Faculty of Management Department of Islamic Azad University, Noor Branch, Mahmoudabad Center

2 Department of Management, Mahmoudabad Branch, Mahmoudabad Center, Islamic Azad University, Mahmoudabad, Iran.

3 Visiting Lecturer, Department of Management, Payam Noor University, Golestan Province.

Abstract

The aim of the research is to determine the effect of the e-learning system on high-level thinking skills and self-regulated learning skills of students with the mediating role of interest in learning. The present research is applied in terms of purpose and descriptive-correlational in terms of method. The total number of the statistical population of the research included 1755 skilled, technical and professional students (girls and boys) of the second secondary school in Mahmoud Abad city, who were randomly selected based on the Morgan table of 315 people. Research tools include questionnaires related to electronic education system from Userlen (2010), interest in learning questionnaire, taken from the research of Betacherji (2001) and Mathieson (1991) and Ruka et al. (2006), high-level thinking skill questionnaire from Abdi et al. (2013) and the self-regulation learning skill questionnaire from Bouffard et al. (1995) that the validity (face and content) and reliability of the questionnaires indicated the appropriate validity and reliability of the measurement tool. To analyze the data, structural equation test and factor analysis were used using spss_26 and pls_3 software. The results of the research confirmed the effect of the electronic education system on high-level thinking skills and self-regulated learning skills with a mediating role of interest in learning among male and female technical and vocational second secondary students in Mahmoud Abad city.

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History

  • Receive Date: 26 July 2023
  • Revise Date: 30 August 2023
  • Accept Date: 09 December 2023

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