Prediction of academic achievement, attitudes to education, motivation for progress and technological attitudes of students in technology classes

This study by comparing the performance of students in technology-free and technology-free classes answers the question whether the academic achievement, academic performance, motivation for progress and attitude towards student's technology in these two educational settings (with and without technology) are different. ? And can classrooms with technology predict the variables of academic achievement, academic performance, motivation for progress, and attitudes towards student technology? This study was a descriptive survey. The statistical population of all high school students in Qom and 600 students were randomly selected. The tool used to measure the grade score for academic achievement, the technology lesson score for technology attitude, McGuak and Siegel's attitude toward education and Herman's motivation to motivate the students, which has a desirable validity and reliability. The average attitude toward technology, academic achievement, motivation for progress and attitudes towards studying in technology classes is higher than those with non-technology education status. Technology classes have had a significant impact on strengthening technology attitudes, academic achievement, motivating progress, and attitudes toward education. Technology classes were effective in explaining the attitude toward technology (11.5%), in explaining academic achievement (16%), in explaining the motivation of progress (16.6%), and in explaining the attitude toward education (5.4%).