The role of socio-cognitive variables in predicting learning satisfaction in smart schools

Mohammad Reza Firoozi; Ali Kazemi; Maryam Jokar

Vol. 9 No. 3 (2017) IEJEE

The role of socio-cognitive variables in predicting learning satisfaction in smart schools

Mohammad Reza Firoozi
Ali Kazemi
Maryam Jokar

Published August 23, 2017 | Pages: 613-626 | Views: 530

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Abstract

The present study aimed to investigate the role of Socio-Cognitive variables in predicting learning satisfaction in Smart Schools. The population was all the primary school students studying in smart schools in the city of Shiraz in the school year 2014-2015. The sample, randomly chosen through multi-stage cluster sampling, was 383 primary school students studying in smart schools in Shiraz. The instruments were the Computer Self-Efficiency Questionnaire developed by Torkzadeh (2003), Performance Expectation Questionnaire developed by Compeau and Higgins (1995), System Functionality and Content Feature Questionnaire developed by Pituch and Lee (2006), Interaction Questionnaire developed by Johnston, Killion and Oomen (2005), Learning Climate Questionnaire developed by Chou` and Liu (2005) and Learning Satisfaction Questionnaire developed by Chou and Liu (2005). In order to determine the possible relationship between variables and to predict the changes in the degree of satisfaction, we made use of correlational procedures and step-wise regression analysis. The results indicated that all the socio-cognitive variables have a positive and significant correlation with learning satisfaction. Out of the socio-cognitive variables in question, Computer Self-Efficiency, Performance Expectation and Learning Climate significantly explained 53% of the variance of learning satisfaction.

<p>The present study aimed to investigate the role of Socio-Cognitive variables in predicting learning satisfaction in Smart Schools. The population was all the primary school students studying in smart schools in the city of Shiraz in the school year 2014-2015. The sample, randomly chosen through multi-stage cluster sampling, was 383 primary school students studying in smart schools in Shiraz. The instruments were the Computer Self-Efficiency Questionnaire developed by Torkzadeh (2003), Performance Expectation Questionnaire developed by Compeau and Higgins (1995), System Functionality and Content Feature Questionnaire developed by Pituch and Lee (2006), Interaction Questionnaire developed by Johnston, Killion and Oomen (2005), Learning Climate Questionnaire developed by Chou` and Liu (2005) and Learning Satisfaction Questionnaire developed by Chou and Liu (2005). In order to determine the possible relationship between variables and to predict the changes in the degree of satisfaction, we made use of correlational procedures and step-wise regression analysis. The results indicated that all the socio-cognitive variables have a positive and significant correlation with learning satisfaction. Out of the socio-cognitive variables in question, Computer Self-Efficiency, Performance Expectation and Learning Climate significantly explained 53% of the variance of learning satisfaction.</p>

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Keywords

Learning Satisfaction, Computer Self-Efficiency, Performance Expectation and Learning Climate, System Functionality.

Affiliations

Mohammad Reza Firoozi

Yasouj University, Iran

Ali Kazemi

Yasouj University, Iran

Maryam Jokar

Yasouj University, Iran

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How to Cite

Firoozi, M. R., Kazemi, A., & Jokar, M. (2017). The role of socio-cognitive variables in predicting learning satisfaction in smart schools. International Electronic Journal of Elementary Education, 9(3), 613–626. Retrieved from https://iejee.com/index.php/IEJEE/article/view/179