Document Type : Original Article
Authors
1 Assistant perofesor, Departementof of Psychology and Educational Sciences, Payame Noor University, Tehran, Iran
2 Associate Professor. Department of Management, Payamenoor University, Tehranو Iran
Abstract
The purpose of this study was to investigate the effect of electronic and traditional homework on learning and memorizing the experimental science of elementary school. The research method was causal-comparative and the statistical population of all female students of the sixth elementary school in Shiraz. A sample of 100 students (50 students with electronic assignments and 50 students with traditional homework) were selected through targeted sampling. The data gathering tool was a researcher-made test of the concepts of experimental sciences based on the sixth elementary element which was validated through factor analysis, test-retest and Cronbach's alpha. The data were analyzed by multivariate analysis of variance analysis. The results indicated that the level of learning and memorization of the science of experimental sciences was different in two groups, so that the average group of students with e-assignments was more than the traditional homework group. Also, in the learning phase, between the electronic and traditional assignments in the areas of application and There was a significant difference in knowledge. In addition, in the memorial phase, there was a significant difference between the traditional and electronic assignments in the areas of application and understanding, and the average group of students with e-assignments was more than the traditional homework group.
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