Comparison of Effect of Media Literacy Teaching based on Verses of the Holy Quran and EC Model on Metacognitive Beliefs of Seventh Grade Female Students in Farahan city
Document Type : Scientific-Research Article
Authors
1 Assistant Professor, Department of Theology, Faculty of Theology, Farhangian University Shahid Moftah Campus, Tehran, Iran.
2 Senior expert in educational technology, Faculty of Humanities, Department of Psychology and Educational Sciences, Arak University, Arak, Iran.
3 Senior expert in Qur'anic and Hadith Sciences, Farhangian University, Nasibah Campus, Tehran, Tehran, Iran.
Abstract
The aim of this study was to investigate the effect of media literacy teaching on students' metacognitive beliefs. The research method was quasi-experimental and pre & post test design with a control group. The population of this study was all seventh grade female students in Farahan city in the academic year of 1398-1399 (Solar Hijri). Sampling method was convenience and from the only girls' high school in Farahan, three classes were selected and the students of these classes were randomly divided into two experimental groups and one control group. The first experimental group was taught under media literacy based on verses of the Holy Quran; the second experimental one was taught under media literacy within the framework of the EC model and the control group was taught as usual. The Wales and katright- Hutton metacognitive beliefs Questionnaire with a reliability of 0.91 was used to collect data and ETA coefficient was used to analyze the data. The results showed that media literacy teaching based on Quran verses 54.3 and media literacy teaching within the EC model 32.8 improves students' metacognitive beliefs. So it could be said that teaching media literacy based on the framework of the verses of the Holy Quran can significantly enhance students' metacognitive beliefs.
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