Document Type : scientific-research
Authors
1 Associate Professor of Educational Technology, Faculty of Educational Sciences and Psychology, Birjand University, Iran.
2 Associate Professor, Department of Educational Sciences and Psychology, Birjand University, Iran.
3 Master's degree in Educational Research, Department of Educational Sciences, Payam Noor University, Iran.
4 M.Sc., Curriculum, Faculty of Educational Sciences and Psychology, University of Birjand, Iran.
Abstract
Multi-grade classes are one of the realities of our educational system. Academic motivation is known as a challenge for educational systems in developing countries. According to the rapid advances in science and technology, the utilization of blended learning seems to solve this challenge. This study aimed to investigate the effectiveness of blended learning on students' academic motivation in multi-grade classes. The study was quasi-experimental with a pre-test-post-test design with the control group. The statistical population was all students of primary multi-grade classes in Ghaen (n=2200 with 160 classes). The statistical sample was 28 multi-grade students selected using the two-stage cluster sampling method. Also, to collect data, Harter's academic motivation questionnaire was used with Cronbach's alpha of 0.92. The SPSS application and covariance test used to analyze the data. The results showed that academic motivation scores in the experimental group were more than the control group (p≤0.05, f (25.1) = 4.23). According to ETA squares, the blended approach explains 37% of the variance of academic motivation post-test scores (p<0.05, ŋ2=37%). According to the findings and the challenges of teaching in multi-grade classes, this method is not just one option but seems to be the best solution for resolving multi-grade problems.
Keywords
Main Subjects
Article Title [Persian]
اثربخشی یادگیری ترکیبی بر انگیزش تحصیلی دانش آموزان مدارس چندپایه
Authors [Persian]
- محمد علی رستمی نژاد 1
- محسن آیتی 2
- حسن ضابط 3
- رضا عربی 4
1 دانشیار فناوری آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران..
2 دانشیار، گروه علوم تربیتی و روانشناسی، دانشگاه بیرجند، ایران.
3 کارشناسی ارشد رشته تحقیقات آموزشی، گروه علوم تربیتی، دانشگاه پیام نور، ایران.
4 کارشناس ارشد، برنامه ریزی درسی، دانشکده علوم تربیتی و روان شناسی، دانشگاه بیرجند، ایران.
Abstract [Persian]
کلاس‌های درس چندپایه یکی از واقعیات نظام آموزشی ما هستند. انگیزش تحصیلی دانش‌آموزان مدارس چندپایه در کشورهای درحال‌توسعه به‌عنوان یک چالش نظام آموزشی شناخته شده است. به‌واسطه پیشرفت های سریع در حوزه علوم و فناوری، بهره‌گیری از یادگیری ترکیبی به نظر می‌رسد بتواند در حل این چالش‌ها موثر باشد. هدف پژوهش، بررسی اثربخشی یادگیری ترکیبی بر انگیزش تحصیلی دانش‌آموزان مدارس چندپایه بود. مطالعه حاضر، یک پژوهش نیمه‌آزمایشی بود که با استفاده از پیش‌آزمون - پس‌آزمون با گروه کنترل انجام شد. جامعه آماری پژوهش شامل تمامی دانش‌آموزان مدارس چندپایه شهرستان قائن بودند (2200 نفر با 160 کلاس). نمونه آماری پژوهش، تعداد 28 نفر از دانش‌آموزان چندپایه بودند که با روش نمونه‌گیری خوشه‌ای دومرحله‌ای انتخاب شدند. همچنین، جهت جمع‌آوری اطلاعات از پرسش‌نامه انگیزش تحصیلی هارتر با ضریب پایایی 92/. استفاده شد. برای تجزیه‌وتحلیل داده‌ها از نرم‌افزار spss و آزمون آماری کوواریانس استفاده شد. نتایج پژوهش نشان داد که نمرات انگیزش تحصیلی در گروه آزمایشی در پس آزمون نسبت به گروه کنترل تفاوت معناداری دارد (23/4=(1.25)F ، 05/0≥ p). با درنظرگرفتن ضریب اتا می‌توان گفت که رویکرد ترکیبی %37 از واریانس نمرات پس‌آزمون انگیزش تحصیلی را تبیین می‌کند (%37=2ŋ ، 05/0≥ p). باتوجه‌به یافته‌ها و چالش‌های تدریس در کلاس‌های چندپایه، این رویکرد آموزشی صرفاً یک انتخاب نیست، بلکه به نظر می‌رسد بهترین راه‌حل برای رفع این گونه چالش‌هاست.
Keywords [Persian]
- انگیزش تحصیلی
- یادگیری ترکیبی
- کلاس‌های چندپایه
- تدریس چندپایه
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