Factors Affecting the Academic Achievement of Students in Teacher Training Educational Programs
DOI:
https://doi.org/10.52340/sou.2023.21.36Keywords:
Teacher Training Educational Program, Students, Academic Achievement, Social Network (Facebook), Academic Achievement Influencing Factors, Online GroupsAbstract
The article refers to the study of the factors affecting the academic achievements of the students of the sixty-credit teacher training program of the Sukhumi State University in the pandemic and post-pandemic period. In particular, the study of the role of subject Facebook groups on the academic results of the students of the 60-credit teacher training program of Sokhumi State University. Nine cases of the last three academic years were studied, one subject group was considered for each case, and when studying the cases, preference was given to the correlational approach, which allowed the use of quantitative and qualitative research tools and made the data analysis more in-depth.
Research covers various aspects such as academic performance, access to knowledge acquisition process and development of pedagogical skills. We tested the hypothesis that learning portals and closed online groups significantly contribute to improving student academic achievement, access to learning, collaborative learning and, in the long term, improve pedagogical practices.
The results of the study show that the use of closed online groups increases students' involvement and activity in the learning process. Quantitative analysis strongly confirms the relationship between students' activism and academic results, which was confirmed by a statistically significant correlation (r = 0.79), and qualitative research explained this correlation.
The conclusion of the study indicates that the use of closed online groups for students of the 60-credit teacher training program of Sukhumi State University significantly improves academic performance, access to the process of acquiring knowledge, and the development of pedagogical skills.
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