The Impact of Implementing Technology-Based "Philosophy for Children" Program on Academic Optimism and Achievement Motivation among Second Grade Elementary School male Students in Hamadan

The purpose of this study was to identify the impact of implementing "Philosophy for Children" program with educational technologies to improve academic optimism and achievement motivation among male students.

The research method was quasi-experimental with unequal control group design. The statistical population of the study consisted of all male students of second grade elementary school of Hamadan city. 32 students were randomly divided into experimental (16 students) and control (16 students) groups through random multistage cluster sampling. Data were collected by academic optimism questionnaire of Tschannen-Moran and the Hermans’ Progress Motivation Questionnaire. Researchers used covariance analysis test to analyze the data.

The results of multivariate analysis of covariance between the two groups on the adjusted scores of the research variables indicated that all four statistics namely Pillai’s Trace (P<0.001, F-44.95), Lambda Wilks (P<0.001, F-44.95), Hoteling Trace (P<0.001, F-44.95) and Roy's Largest Root (P<0.001, F-44.95) were significant. There was also a significant difference between the mean scores of achievement motivation in two groups after assuming the pre-test variable (P <0.001). Overall, the results of the data analysis showed that the Philosophy program for children with the help of educational technologies has a significant effect on improving academic optimism and motivation of students' progress (P<0.05).

The results of the study indicate that the educational program for children with the help of educational technologies can be used as an effective intervention to increase academic optimism and motivate students' progress.