Nozari Ali Yazdanpanah, Siamian Hasan
Faculty of Health, Mazandaran University of Medical Sciences, Sari, Iran.
Health information Management Department, School of Allied Medical Sciences, Mazandaran University of Medical Sciences, Mazandaran, Sari, Iran.
Acta Inform Med. 2015 Feb;23(1):29-32. doi: 10.5455/aim.2015.23.29-32. Epub 2015 Feb 22.
Traditional education classes are no more effective because they are tied to a particular place and time. Podcast complete the defection of other educational resources. In this study we aimed to address whether utilizing podcast multimedia training system has an effect on the motivational achievement and students learning of the Arabic course in high school.
In this practical-purposed, descriptive and quasi-experimental study, pre- and post-test method in control and experiment groups was used. Researchers used simple random sampling method to form the groups.
The results showed the normal distribution of data according to the value of z (0.09) in the pre- and post-tests in both control and experiment groups. Therefore, the data distribution was normal (P>0.925). Significant differences between experimental and control groups in terms of academic level were not observed in the pre-test. There was no significant difference between the motivational achievement of education in post-test of control and experiment group (p>0.89).
The results showed that teaching with podcast multimedia systems significantly increased learning of Arabic in the high school level. But of motivation reinforcement between traditional method and system for multimedia podcasts, showed no significant differences. Each variety of multimedia techniques can be beneficial for a specific course. Therefore, more studies on the effectiveness of podcast method in different courses to determine its effects are necessary.
传统教育课程不再有效，因为它们受限于特定的地点和时间。播客弥补了其他教育资源的不足。在本研究中，我们旨在探讨利用播客多媒体培训系统是否会对高中阿拉伯语课程的学习动机、成绩及学生学习产生影响。
在这项具有实际目的的描述性准实验研究中，对照组和实验组采用了前后测试法。研究人员使用简单随机抽样方法分组。
结果显示，对照组和实验组前后测试数据根据z值（0.09）呈正态分布。因此，数据分布正常（P>0.925）。在测试前，实验组和对照组在学术水平方面未观察到显著差异。对照组和实验组测试后教育学习动机成绩之间无显著差异（p>0.89）。
结果表明，使用播客多媒体系统教学显著提高了高中阶段阿拉伯语的学习效果。但传统方法与多媒体播客系统在强化学习动机方面，未显示出显著差异。每种多媒体技术可能对特定课程有益。因此，有必要针对不同课程开展更多关于播客方法有效性的研究，以确定其效果。
