نوع مقاله : علمی-پژوهشی
نویسندگان
1 استادیار، گروه آموزش علوم تربیتی، دانشگاه فرهنگیان،، تهران، ایران
2 استادیار، گروه روانشناسی و علوم تربیتی، دانشگاه پیام نور، کرمان، ایران.
10.30473/idej.2025.72955.1222
چکیده
هدف پژوهش حاضر تعیین اثربخشی کلاس معکوس بر خودکارآمدی یادگیری در فضای مجازی و درگیری تحصیلی بین دانشجو معلمان دانشگاه فرهنگیان بود که به روش نیمه‌آزمایشی در قالب یک طرح پیش‌آزمون - پس‌آزمون با گروه کنترل اجرا شد. جامعه آماری پژوهش، کلیه دانشجویان دانشگاه فرهنگیان در سال تحصیلی 1403-1402 بود که جهت آزمایش فرضیه‌ها با روش نمونه‌گیری در دسترس، دو گروه 36 نفره از دانشجو معلمان دانشگاه فرهنگیان پردیس شهید مدرس سنندج انتخاب و به طور تصادفی یکی از گروه‌ها به‌عنوان گروه آزمایش و دیگری به‌عنوان گروه کنترل تعیین شد. طراحی آموزشی و اداره کلاس برای گروه آزمایش به روش معکوس و برای گروه کنترل به روش معمول انجام شد. ابزار گردآوری داده‌ها مقیاس خودکارآمدی یادگیری آنلاین زیمرمن و کولیکوویج (2016) و پرسشنامه درگیری تحصیلی فردریکس و همکاران (2004) بود. تجزیه و تحلیل داده‌های گردآوری شده در سطح معناداری (05/0α=) با استفاده از نرم افزار تحلیل آماری SPSS نسخه 22 و با آمار توصیفی و استنباطی (تحلیل کوواریانس چند متغیره و تک متغیره) انجام شد. نتایج تحلیل داده‌ها نشان داد تفاوت گروه آزمایش در مقایسه با گروه کنترل در هر سه مولفه خودکارآمدی یادگیری در فضای مجازی معنادار است. نتایج همچنین نشان داد تفاوت درگیری رفتاری و انگیزشی در دو گروه معنادار است ولی تفاوت دو گروه در درگیری شناختی معنادار نبوده و در هر دو گروه افزایش مشاهده می شود. در مجموع یافته‌های پژوهش نشان داد کلاس معکوس بر خودکارآمدی یادگیری در فضای مجازی و درگیری تحصیلی اثر مثبت داشته است، بنابراین پیشنهاد می‌شود با ایجاد فرصت‌ها و امکانات لازم برای اساتید دانشگاه فرهنگیان، زمینه اجرای بهتر این روش و بهره‌گیری حداکثری از فناوری‌های نوین مهیا شود.
کلیدواژه‌ها
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