نوع مقاله : علمی-پژوهشی
نویسندگان
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.
چکیده
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.
کلیدواژهها
موضوعات
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