Investigating the effect of virtual education on academic progress and student satisfaction of Biology teachers (a case study of plant physiology laboratory course at Farhangian University)

Document Type : Original Article

Authors

1 Department of Biology Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran

2 Department of Political Science, Faculty of Law and Political Science, Kharazmi University, Tehran, Iran.

3 Educational Studies Research Group, Educational, Psychological and Social Research Institute, Kharazmi University, Tehran, Iran.

Abstract

Introduction: One of the concerns of virtual education during the Corona was the teaching of laboratory courses in universities, which made teaching and learning a challenge. The purpose of the research is to investigate the effect of virtual training in the plant physiology laboratory course on the academic progress and satisfaction of Biology students of Farhangian University.
Method: The research method is observational-cross-sectional research with a descriptive-analytical approach. The statistical population is all the teacher-students of the bachelor's degree in biology education of Farhangian University, Shahid Beheshti Center, Tehran, who registered in the plant physiology lab in the first semester of 1400-1401 and were selected by the full number method. The educational content of the lesson was designed in a virtual way and taught in one academic semester for the statistical population. The measuring tools and methods of the variables included the researcher-made cognitive-skill test to evaluate academic progress and the researcher-made questionnaire of satisfaction. The validity of the instrument is considered through content validity and its reliability through Cronbach's alpha (0.85).
Results: The findings show that plant physiology laboratory training in a virtual way has had an effect on increasing the grades of students and their satisfaction in the three areas of learning, knowledge, skills, and attitudes. The highest level of satisfaction was observed in the field of knowledge and the lowest level of satisfaction was observed in the field of skill.
Discussion and conclusion: It seems that with the appropriate design and explanation of a strategic plan, it is possible to deal with the challenges of virtual teaching of laboratory courses to a certain extent and provide the basis for improving the teaching and learning of students in laboratory courses in a virtual way.

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