بررسی آموزش یادگیری موقعیتی و آموزش سخنرانی بر میزان انگیزه تحصیلی دانش آموزان پنجم ابتدایی شهر یاسوج
محورهای موضوعی : علوم برنامه ریزی
حشمت الله جبا
1
(دانشگاه علامه طباطبایی تهران)
مسعود جهانبانی
2
(دانشگاه شیراز)
کلید واژه: یادگیری موقعیتی, انگیزه تحصیلی, دانش آموزان ,
چکیده مقاله :
پژوهش حاضر بررسی آموزش یادگیری موقعیتی و آموزش سخنرانی بر انگیزه تحصیلی دانش آموزان پنجم ابتدایی شهر یاسوج پرداخته است. علاوه بر این با توجه به اهمیّت بر انگیزه تحصیلی، تاثیر روش های آموزشی بر میزان انگیزه تحصیلی نیز بررسی شده است. بنابراین، دانش آموزان کلاس پنجم ابتدایی شهر یاسوج به عنوان جامعه پژوهش انتخاب شدند. 18 دانش آموز در برنامه‌ی یادگیری تلفیقی و 16 دانش آموز در برنامه ی آموزش مبتنی بر سخنرانی شرکت کردند. درس ” آسیب شناسی روانی یک" موضوع" حرکت بدن" با دو رویکرد مبتنی بر سخنرانی و موقعیتی به اجرا درآمد. تخصیص کلاس‌ها به برنامه های آموزشی به صورت تصادفی انجام شد. داده ها با استفاده از آزمون محتوای درسی، فرم کوتاه پرسشنامه‌ی انگیزه‌ی تحصیلی مک اینرنی و سینکلایر(1372)، در مراحل پیش از آموزش و پس از آموزش و همچنین چند پرسش مستقیم از دانش آموزان در مورد رضایت کلی از برنامه های آموزشی بعد از اجرای برنامه های آموزش و یادگیری در گروه ها جمع آوری شد. این داده ها با استفاده از آزمون‌های تی مستقل، تی زوجی و من ویتنی مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان دادند که: در مقایسه با آموزش مبتنی بر سخنرانی، یادگیری تلفیقی موجب افزایش انگیزه‌ی تحصیلی در دانش آموزان شد، و در مقایسه با روش آموزش مبتنی بر سخنرانی، روش یادگیری موقعیتی رضایت بخش تر بود. همچنین نشان داده شد که در مقایسه با آموزش مبتنی بر سخنرانی، در گروه آموزش دیده به شیوه‌ی یادگیری موقعیتی به نحو قابل توجهی کاهش یافت. با توجه به اهمیت حفظ انگیزه‌ی دانش آموزان و ضرورت افزایش رضایت دانش آموزان از شیوه تدریس برای ایجاد تجربه های مثبت یادگیری و همچنین نتایج به دست آمده‌ی این پژوهش، امید است که توجه مسئوولین و برنامه‌ریزان آموزشی به استفاده از این روش یادگیری جلب شود.
The present research has investigated situational learning and speech training on the academic motivation of fifth grade students in Yasouj city. In addition, due to the importance of academic motivation, the effect of educational methods on the level of academic motivation has also been investigated. Therefore, fifth grade elementary school students of Yasouj city were selected as the research population. 18 students participated in the integrated learning program and 16 students participated in the lecture-based training program. The course "Psychopathology" was implemented as a "body movement" subject with two approaches based on lectures and situations. The assignment of classes to educational programs was done randomly. McInerney and Sinclair (1372), in the pre-training and post-training stages, as well as some direct questions from students about the overall satisfaction with training programs were collected after the implementation of training and learning programs in groups. were analyzed using independent t, paired t and Mann-Whitney tests. The results showed that: compared to lecture-based teaching, blended learning increased students' academic motivation, and compared to the teaching method Based on the lecture, the situational learning method was more satisfactory. It was also shown that compared to the lecture-based training, it was significantly reduced in the group trained with the situational learning method. Considering the importance of maintaining students' motivation and the necessity Increasing students' satisfaction with teaching methods to create positive learning experiences As well as the results obtained in this research, it is hoped that the attention of officials and educational planners will be drawn to the use of this learning method.
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