Design, Implementation, and Effectiveness Evaluation of an Electronic Performance Support System on Teachers’ Attitudes and Performance in Instructional Design

Taghipour, K.

doi:10.47176/TDASS.2019.129

Design, Implementation, and Effectiveness Evaluation of an Electronic Performance Support System on Teachers’ Attitudes and Performance in Instructional Design

Document Type : Original Article

Author

K. Taghipour

Assistant Professor, Department of Educational Sciences, University of Tabriz, Tabriz, Iran

10.47176/TDASS.2019.129

Abstract

In recent years, with the emergence of electronic performance support systems (EPSS), the effectiveness of traditional and electronic internships for improving teachers’ instructional performance has been questioned. Accordingly, the present study aimed to examine the effectiveness of an EPSS on teachers’ attitudes toward the course and their performance in instructional design for science education. The study employed an experimental research method with a post-test control group design. The research population included physics education students admitted in 2013 at Shahid Sharafat Higher Education Center. Participants were randomly assigned to experimental and control groups. The effectiveness of the course was assessed through two variables: attitude and performance. Data collection instruments included an attitude assessment questionnaire and an instructional design performance checklist based on Merrill’s instructional model (teaching of concepts and laws at the application level). The content validity of all instruments was confirmed through expert review. The reliability of the attitude assessment questionnaire was calculated using Cronbach’s alpha coefficient (α = 0.87), and the reliability of the instructional design performance checklist for science education at the application level was confirmed through inter-rater reliability (r = 0.73). The collected data were analyzed using descriptive and inferential statistics, including multivariate analysis of variance (MANOVA) and independent samples t-test. The results revealed that teachers who benefited from the electronic performance support system demonstrated more positive attitudes toward the course and performed better in instructional design for science education based on Merrill’s instructional model compared to those who participated in electronic internships.

Keywords

Electronic Performance Support System (EPSS)

Electronic Internship

Attitude

Performance

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