Student Performance Interrelation With Gadget Use At Lessons

Journal of Environmental Treatment Techniques2019, Volume 7, Issue 3, Pages: 432-437J. Environ. Treat. Tech.ISSN: 2309-1185Journal web link: http://www.jett.dormaj.comStudent Performance Interrelation with GadgetUse at LessonsAlmira R. Bayanova1*, Vladimir V. Kuznetsov2, Lyudmila V. Merculova3, Larisa N.Gorbunova4, Olga A. Pervozvanskaya5, Olga O. Shalamova6, Clarissa I. Vorobyova71Kazan (Volga region) Federal University, Institute of Psychology and Education, Kazan, Russia. E-mail: almira-djl@mail.ruOrenburg State University, Department of General and Professional Pedagogy, Orenburg, Russia. E-mail: vvkusnetsov@yandex.ru3Orenburg State Pedagogical University, Department of Pedagogics of High School, Orenburg, Russia. E-mail: mila 1974@bk.ru4Academy of Public Administration, Vice Rector for Research and Information Technology, Moscow, Russia. E-mail:ln.gorbunova@mail.ru5Gzhel State University, Department of Decorative Arts and Design, Elektroizolyator, Russia. E-mail: pervozvanskaja@gmail.com6Pacific State University, Faculty of Oriental Languages, Khabarovsk, Russia. E-mail: pikapika@bk.ru7Pacific State University, Department of Social Work and Psychology, Khabarovsk, Russia. E-mail: klarisav2011@mail.ru2Received: 11/05/2019Accepted: 13/08/2019Published: 20/08/2019AbstractPurpose: The relevance of the article is conditioned by the use of gadgets is increasing rapidly every year. The purpose of thisstudy is to establish the relationship of students' performance with their use of gadgets in the classroom. Methodology: The leadingmethods for the study of this problem are the methods of questioning and testing, allowing to make a qualitative analysis of theleading type’s characteristics of students’ attitude to the study. Result: Positive impact on academic performance consists in the factthat with the help of technical devices, students receive a share of information, prepare for classes, record lectures, view the textbookon the discipline. Negative impact on academic performance manifests itself in peeping answers and solutions to tasks on the test andon independent work; sitting in social networks during classes; distraction of students from educational material. Applications: Thedata obtained in the article can be used in social psychology, pedagogy, psychology of education, age psychology, sociology, as wellas for further theoretical development of this issue. Novelty/Originality: The novelty and originality of the study lies in the fact thatauthors of the article reveal the positive and negative consequences of gadgets use by students in the classroom, as well as themotives for the use of gadgets in the educational process by teachers and students are shown.Keywords: students, gadgets, University education, attitude to learning, academic performance.1 ped(4,10,11,12,13,14,25,17,20,28,30,31,).This problem was studied in the pedagogy of secondaryschool, but remains the subject of heated debate, and the areaof confrontation of opposite points of view on the aspect ofdetermining the leading factors of academic performance andprevention of failure (3,5,7,20,21,22,26,32,34). Pedagogy ofhigher education is experiencing in our time an urgent needto study this problem. The problem under consideration wasstudied in pedagogy from the point of view of the definitionof failure, lag in the pedagogical process. The researcherstried to find ways and methods to overcome the phenomenonof student underachievement.Initially, attempts were made to explain the causes of thisproblem; a hypothesis was put forward about the impact ofintelligence on the educational activities of students. Further,an active search for effective approaches to learning, methodsin which special attention was paid to the skill of the teacher;Information technologies play an important role in thelife of each of us. The activity of using gadgets is increasingrapidly every year. More and more students around the worldcannot imagine their learning without modern gadgets.Moreover, the faster the changes in the modern world, thebetter people realize the importance of modern education andknowledge of current technologies. At the same time, manydomestic and foreign authors study the problem of academicperformance; they also note a decrease in the level ofacademic performance. The problem of academicperformance is a serious problem both at school and atUniversity. The main problems of academic performancestudy are the essence, causes of failure; recommendations forCorresponding author: Almira R. Bayanova, Kazan (Volgaregion) Federal University, Institute of Psychology andEducation, Kazan, Russia. E-mail: almira-djl@mail.ru.432

Journal of Environmental Treatment Techniques2019, Volume 7, Issue 3, Pages: 432-437the need for an individual approach to each student wasemphasized. Later, the research a tendency began to manifestto study the influence of motivation on the academicperformance of students. Finally, it was found that the mostimportant factor that has a direct impact on academicperformance, learning activities and their success is thepersonal characteristics of the student. Therefore, in recentyears, researchers have established the impact of differentgroups of factors on the academic performance of students,such as intellectual and personal characteristics, motivation,level of self-regulation and self-government, valueorientations, organization of the educational process, thelevel of pedagogical skills, independent work of students andothers (2,15,21, 8,9,17,35).Many researchers are now seeing a decline in academicperformance. For example, according to the Institute of agephysiology of RAE, more than 50% of students experiencesignificant difficulties in mastering the educational program,and thus fall into the category of unsuccessful in learning(19,36,39).The very concept of success, in our opinion, is morevoluminous. Of course, the success of learning involves acertain level of performance, but it is often not in the firstplace. Traditionally, the success of education is understood asthe high academic performance of students, defined as thedegree of coincidence of real and planned learning outcomes.The success of learning can be interpreted as full orexceeding the expectation of achieving its goals, whichensures the development of the student to move it to higherlevels of quality of study and self-development as aninternally conditioned change in personal qualities.Training can be considered successful if, firstly, it allowsyou to achieve certain specified standards defined by thegoals and objectives of training, that is, to achieve apredetermined result. In addition, secondly, if this result isachieved in the most rational way, namely, with less time andlabor.Some scientists define failures in teaching as "thediscrepancy between the result of the student learningactivities and the necessary one, which can cause emotionalexperience and subsequent changes in behavior" (26,29).V.A. Yakuni understands the success of training as "theeffectiveness of management of educational and cognitiveactivities, providing high psychological results at minimalcost (material, financial, personnel, physical, psychological,etc.)" (33).It can be concluded that most often the success ofeducational activities of students is considered as acharacteristic of the pace, tension, individual style of work,the degree of diligence and efforts made by them to achieveeducational goals. Epistemological analysis of the concept ofacademic success allows us to draw the followingconclusion: as a pedagogical category, the success includesthe effectiveness of educational activities and theeffectiveness of the methods used to achieve educationalgoals; subjective satisfaction of the student with the processand results of teaching, i.e. the experiencing your success.Objective success involves external assessment of resultsof student educational activity on the part of teachers, parentsand other reference persons and usually expressed in the formof encouragement or reproaches in the address of the student(16,18,23,36, Alexandrov, 2009;). There are the followingreasons for this phenomenon: 1) shortcomings in theeducation of teaching’s effective motives; 2) complication ofeducational material at this stage of education; 3)unwillingness to persist in educational work in connectionwith either overestimated self-estimation and ease ofmastering knowledge in school, or with low self- estimation,which arose due to persistent failure; 4) weakening ofparental control over children or, conversely, too hardcontrol; 5) switching the attention of many teenagers toextracurricular activities: participation in sports events,collecting something, small trade, cinema hobby, etc. Themain reason for intellectual passivity among the adolescentsis often the inability to show their activity, independence,adulthood nature. This increased need of adolescent studentsfor activity is often not met due to the reproductive nature ofeducation, the constant structure of knowledge transferringby the teacher, rigid methods of control on assimilation.Teachers’ knowledge transferring in a ready form makesstudents passive listeners. Alternatively, maybe teenagerswant to show their mental abilities in the classroom, activelyand independently solve educational problems, express theirviews, compete with each other.Passion for learning, as well as passion for work, leads toa positive attitude to the activities, accompanied by a sense istinguish three characteristics of this state: energy,enthusiasm and absorption. Thus, passion for learning is atype of behavior associated with investing physical andpsychological energy in educational experience that is,demonstrating a high level of internal motivation andactivity; representing a positive experience of the educationalcontext by the individual and himself in it. It is expected thata high level of enthusiasm can lead to more noticeableindicators in educational changes and personal development.One of the stages of this development may be the perceptionof their own readiness for the labor market as a positiveresponse to the passage of the educational process and,perhaps, as a result of this process. Attitude to learning canalso be viewed in terms of motivation. The reasons for thelack of motivation to study may be different.Electronic textbooks are a great alternative to books,because one small tablet can include all the manuals andtextbooks, and the search for the necessary information inthem will be simple and fast, not to mention the fact that youdo not have to carry many textbooks. Computerdevelopments in the Humanities are no less useful. E-bookhelp in the study of languages, because it is a device withwhich you can read novels, and also take notes, listen andcreate audio recordings. Gadgets-translators will translatetext of any complexity online from any language you areinterested in. Information technology has penetrated sodeeply into our daily lives that sometimes we abandon theoutside world, replacing it with technical devices.What could be the reason? First of all, the fact that oursociety has reached the level of development of humanintelligence. More and more new technologies are beingcreated, thanks to which our life becomes more comfortableand simpler (1,37,Alexandrov, 2009;). The use ofinformation technologies in education provides greatopportunities for both teachers and students. It should benoted that, studying a particular discipline, both the studentand the teacher could not do without the help of the Internet.433