The impact of computer-based mathematic instruction on locus of control and sense of coherence among female sixth-grade students in District 2 of Yazd

The present study aimed to investigate the impact of computer-based mathematic instruction on locus of control and sense of coherence among female sixth-grade students in District 2 of Yazd. This research was conducted using a quantitative approach and a semi-experimental design, employing a pretest-posttest control group. The target population consisted of all female sixth-grade students in District 2 of Yazd, from which a sample of 40 participants was selected using convenience sampling and randomly assigned to the control and experimental groups. The participants completed the Rotter's Locus of Control Scale (1966) and the Sense of Coherence Scale (2006). Computer-based mathematics instruction was provided to the experimental group for 8 sessions of 45 minutes each, twice a week. However, the control group did not receive any intervention during the course of the experiment. Finally, the research data were analyzed using analysis of covariance at a significant level of 0.01. The results indicated that computer-based mathematics instruction (educational technologies) has a positive impact on sense of coherence, comprehensibility, manageability, and meaningfulness among students. Additionally, computer-based instruction led to internalization of locus of control.