Effectiveness of technology-based active learning strategy on academic satisfaction and cognitive flexibility of students in experimental science course

The purpose of this research was the effectiveness of technology-based active learning strategy on academic satisfaction and cognitive flexibility of elementary school students in experimental sciences. The research method was a semi-experimental pre-test-post-test design with a control group. The statistical population included all sixth grade female students of the elementary school in Darreh Shahr city. In order to select the sample size, it was selected from the available sampling method in such a way that 36 students of the sixth grade of the second period of elementary school were selected and then the selected sample was randomly divided into experimental groups (18 people) and control groups (18 people). To collect data regarding academic satisfaction, Huber's educational satisfaction questionnaire (2001) and Stroop test (1935) were used to measure students' cognitive flexibility. The experimental group was taught the 6th grade experimental science course using technology-based active learning strategy during eight sessions, and the control group was taught in the usual way. To analyze the data, statistical methods were used at two descriptive levels (central and dispersion indices) and inferential (multivariate covariance analysis). The results showed that technology-based active learning strategy has a significant effect on students' academic satisfaction, but no significant effect was observed on the variable of cognitive flexibility. According to the results of this research regarding the effectiveness of the technology-based active learning strategy on the academic satisfaction of primary school students, it is suggested that the application of this strategy be included in the agenda of the Ministry of Education's Ministry of Education.