Document Type : Original Article
Authors
1 Assistant Professor, Department of Educational Administration, Farhangian University, Tehran, Iran
2 Master of educational technology, Yazd Islamic Azad University, Yazd, Iran
Abstract
The present study aimed to investigate the effectiveness of information literacy training on critical thinking, computer self-efficacy, and motivational beliefs among students. The research approach was quantitative and semi-experimental, utilizing a pre-test and post-test design with a control group. The statistical population consisted of all female high school students in the second stage of secondary education in Meyriz County. Using a multi-stage cluster random sampling method, two groups of 15 students were selected as the experimental and control groups. The data collection tools included the California Critical Thinking Skills Questionnaire (Form B), the Computer Self-Efficacy Questionnaire by Murphy, Cover, and Owen (1989), and the Motivational Beliefs Questionnaire by Pintrich and colleagues (1991). The questionnaires had content validity, and the Cronbach’s alpha coefficients for critical thinking, computer self-efficacy, and motivational beliefs were 0.728, 0.816, and 0.894, respectively, confirming their reliability. The data obtained from the questionnaires were processed and analyzed using SPSS software. Multivariate covariance analysis (MANCOVA) revealed that 47% of the differences between the two groups in the dependent variables were attributed to the experimental intervention. Univariate covariance analysis indicated that “information literacy training” had a significant impact on improving critical thinking (24.5%), computer self-efficacy (37.8%), and motivational beliefs (32.6%) (p<0.05). Therefore, given the significant impact of teaching information literacy skills, it is recommended to provide short-term and long-term educational interventions to teach these skills to adolescents and prepare them for living in today’s information-driven world.
Keywords