اثربخشی آموزش راهبرد های فراشناخت بر خودراهبری یادگیری و پیشرفت تحصیلی ریاضی و ادبیات فارسی دانش آموزان مقطع متوسطه اول شهرستان شوش

محورهای موضوعی : آموزش و پرورش

محمود شرفی ¹ , مریم داودی ²

1 - استادیار گروه علوم تربیتی دانشگاه پیام نور
2 - دانشجوی کارشناسی ارشد علوم تربیتی گرایش تحقیقات آموزشی دانشگاه پیام نور

تاریخ دریافت : 1395/07/18 تاریخ پذیرش : 1397/12/15 تاریخ انتشار : 1397/12/01

کلید واژه: پیشرفت تحصیلی, آموزش, یادگیری خود راهبر, راهبردهای فراشناخت,

چکیده مقاله :

هدف از پژوهش حاضر، بررسی تاثیر آموزش راهبردهای فراشناخت بر خودراهبری یادگیری و پیشرفت تحصیلی ریاضی و ادبیات فارسی دانش آموزان مقطع متوسطه اول بود. جامعه آماری پژوهش نیمه آزمایشی شامل کلیه ی دانش اموزان مقطع متوسطه اول شهرستان شوش در سال تحصیلی 95-1394 به تعداد 2973 نفر بوده که از این تعداد یک نمونه 60 نفری از دانش آموزان پایه هفتم به روش نمونه گیری در دسترس انتخاب شد و سپس به روش جایگزینی تصادفی در دو گروه آزمایش(30 نفر) و کنترل (30 نفر )، قرار گرفتند. گروه آزمایش طی 10 جلسه 60 دقیقه ای تحت آموزش راهبردهای فراشناخت قرار گرفتند.برای گردآوری داده ها از پرسشنامه سنجش خود راهبری در یادگیری دانش آموزان(SDL ) فیشر و همکاران (2001) که پایایی آن به روش الفای کرونباخ برای کل آزمون91/. محاسبه گردید و از نمرات نوبت اول ریاضی و ادبیات فارسی (پیش آزمون ) و نمرات نوبت دوم ریاضی و ادبیات فارسی ( پس آزمون ) استفاده شد. یافته های پژوهش با استفاده از شاخص های آمار توصیفی و تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که - با کنترل پیش آزمون، خود راهبری یادگیری و نیز پیشرفت تحصیلی ریاضی و ادبیات فارسی در بین گروه آزمایش و کنترل تفاوت معنا دار دارد و آموزش راهبردهای فراشناخت بر خودراهبری یادگیری و پیشرفت تحصیلی ریاضی و ادبیات فارسی تاثیر معنا دار دارد..میزان تاثیر آموزش راهبردهای فراشناخت بر خودراهبری یادگیری (73/0)، پیشرفت تحصیلی ریاضی (57/0)، پیشرفت تحصیلی ادبیات فارسی (42/0) می باشد. همچنین نتایج حاصل از تحلیل کوواریانس برای بررسی اثربخشی بیشتر آموزش راهبردهای فراشناخت بر پیشرفت تحصیلی درس ریاضی در مقایسه با درس ادبیات فارسی مشخص کرد که این تاثیر از نظر آماری معنی دار نیست. (05/0p> و 23/0 =F).

چکیده انگلیسی:

The aim of this study was to investigate the effect of metacognitive strategies on self-directed learning and academic achievement in math and Persian literature first level high school students in the city of Shush.the population of puasi-experimental study included 2973 high school students in the city of Susa in the academic year of 1394-95.the participants of study were 60 of 7th grade students were selected by available sampling and then randomly were divided into experimental (n=30) and control (n=30) groups, respectively. In treatment period for experimental group, metacognitive strategies were taught in 10 sessions and each session was 60 minutes. Data were collected by SDL questionnaire (by Fisher, 2001)The reliability of the cronbach's alpha for the entire test ./91 was calculated, math and Persian literature pre-test's scores in first semester curriculum, math and Persian literature post-test's scores in second semester curriculum. The results were analyzed by descriptive statistics and analysis of covariance (ANCOVA). The results showed that significant difference was in self-directed learning and academic achievement in math and Persian literature between control and experimental group's then, metacognitive strategies have significant impact on self-directed learning and academic achievement in math and Persian literature. The effect of metacognitive strategies on variables rated respectively, self-directed learning (0.73), the academic achievement in math (0.57), Academic achievement Persian literature (0.42). The results of analysis of covariance to assess more effectiveness metacognitive strategies on academic achievement in math Compared with academic achievement in Persian literature revealed that this effect is not statistically significant.

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