تاثیر بکارگیری فناوری داده ها بر اثر بخشی آموزش

محورهای موضوعی : آموزش و پرورش

مهرداد گودرزوند چگینی ¹ , معصومه اسمعیلی صیقلدهی ²

1 - دانشیار دانشگاه آزاد اسلامی واحد رشت
2 - کارشناس ارشد مدیریت دولتی گرایش منابع انسانی

تاریخ دریافت : 1394/09/10 تاریخ پذیرش : 1394/09/10 تاریخ انتشار : 1390/07/01

کلید واژه: اثربخشی, آموزش, مدارس, فناوری, داده ها,

چکیده مقاله :

امروزه فناوری داده‌ها، نقش اساسی در حوزه‌های گوناگون بازی می‌کند. یکی از حوزه‌هایی که با ورود فناوری داده‌ها، دچار تحول اساسی شده، حوزه‌ی آموزش است. هدف ازپژوهش، بررسی تاثیر بکارگیری فناوری داده‌ها بر اثربخشی آموزش در مراکز آموزشی و به گونه‌ی مشخص مدارس مقطع دبیرستان در سال تحصیلی 89- 88 است. در این پژوهش برای ارزیابی اثربخشی آموزش از الگوی کرک پاتریک استفاده شده است. روش پژوهش توصیفی و تحلیلی و از نوع پیمایشی است. این پژوهش در پی سنجش میزان اثربخشی آموزشی است که به کاربرد عوامل فناورانه در کلاس درس بستگی دارد. جامعه‌ی آماری پژوهش یاد شده، تمامی معلمان مدارس متوسطه شهر رشت (ناحیه 1و2) بوده اند. با توجه به این‌که کل افراد جامعه در این پژوهش 1400 بوده اند، بنابراین، حجم نمونه از راه فرمول جامعه‌ی محدود، 357 نفرتعیین شد. ابزار گردآوری داده‌ها، پرسشنامه بود که از دو بخش تشکیل شده است. پرسش-های مربوط به فناوری داده‌ها دارای 24 گویه و اثربخشی آموزش 16 گویه بوده است که از مقیاس دسته بندی طیف لیکرت استفاده شده است. روایی پرسش‌های به وسیله‌ی جمعی از متخصصان و استادان گروه علوم تربیتی مورد تایید قرار گرفت. پایایی پرسش‌ها با استفاده از فرمول آلفای کرونباخ مورد سنجش و تایید قرار گرفت. به منظور تجزیه و تحلیل داده‌ها با استفاده از تحلیل واریانس و آزمون دانکن، فرضیه‌ها مورد سنجش قرار گرفت. نتایج پژوهش نشان می دهند که میان سطوح ابعاد فناوری داده‌ها (شامل به موقع بودن، مربوط بودن، دقیق بودن، کافی بودن، واقعی بودن، سرعت انتقال، دقت یادگیری و کاهش هزینه ها) با اثربخشی آموزشی تفاوت معنی داری وجود دارد.

چکیده انگلیسی:

Information technology (IT) plays a fundamental role in various fields these days. One of the areas which has varied principally with the advent of IT is training. The purpose of this study was to explore the impact of IT use on training effectiveness in educational centers specifically high schools in the academic year 89-88. . In order to assess this impact, a use was made of Kirkpatrick’s model. This survey study was both descriptive and inferential. The sampling frame of the study included all high school teachers (N=1400) of Rasht (district 1 & 2). 375 respondents were selected as the sample of the study. Data collection instrument was a questionnaire composed of two parts made up of 24 and 15 Likert-scale items assessing IT and training respectively. The content validity of the instrument was established by a panel of experts and university instructors. Its reliability was also assessed using Cronbach's alpha. In order to analyze data and to test the hypotheses a use was made of ANOVA and Duncan’s test. The results showed that there were significant differences between the aspects of the IT dimensions (including timeliness, relevance, accuracy, sufficiency, being real, transfer speed, learning accuracy, and cost reduction) and learning effectiveness. 

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