بررسی تأثیر روش تدریس فعال بر عملکرد تحصیلی دانش‌آموزان در درس علوم پایه سوم راهنمایی شهر اندیمشک
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فیروز میردریکوند
1
(کارشناس ارشد برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران)
غلام رضا حسین نژاد
2
(دانشیار گروه برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران)
مجید علی عسکری
3
(دانشیار گروه برنامه ریزی درسی، دانشگاه خوارزمی، تهران، ایران)
مرزبان ادیب منش
4
(دانشجوی دکتری برنامه ریزی درسی، دانشگاه.اصفهان،ایران)
کلید واژه: روش تدریس, عملکرد تحصیلی, روش تدریس فعال,
چکیده مقاله :
پژوهش حاضر با هدف بررسی تأثیر روش تدریس فعال بر عملکرد تحصیلی دانش‌آموزان در درس علوم شهرستان اندیمشک انجام گرفته است. جامعه آماری شامل کلیه معلمان درس علوم و دانش‌آموزان پایه سوم راهنمایی شهرستان اندیمشک بود، که تعداد 12 نفر از معلمان علوم و 288 دانش‌آموز با روش نمونه گیری هدفمند انتخاب شدند و به صورت تصادفی در دو گروه آزمایش و گواه جایگزین شدند. برای جمع‌آوری داده‌ها از پرسشنامه خودسنجی معلمان ویژه روش تدریس فعال/ غیرفعال و پرسشنامه محقق ساخته عملکرد تحصیلی دانش‌آموزان استفاده شد.روایی آزمون محقق ساخته با اعمال نظر متخصصان تأیید شد و برای تعیین محاسبه پایایی آزمون از ضریب آلفای کرونباخ استفاده شد که مقدار پایایی آن 93/0 به دست آمد. داده‌های به حاصل شده با استفاده از آزمون‌های تحلیل واریانس عاملی و تحلیل واریانس یکراهه و آزمون تعقیبی شفه مورد تجزیه و تحلیل قرار گرفتند. نتایج نشان داد که روش تدریس فعال در پیشرفت تحصیلی دانش‌آموزان از روش سنتی مؤثرتر است. اما با توجه به جنسیت تفاوت معناداری بین دانش‌آموزان دختر و پسر مشاهده نشد.
The present study examined the impact of active teaching method on academic performance of students in science classes in Andimeshk city. The statistical population included all science teachers and students. Among whom12 teachers and 288 students were selected by systematic sampling and were categorized randomly into the control and experimental groups. Self-evaluation questionnaire specialized for active and passive teaching methods as well as researcher-made questionnaire focusing on students' academic performance were used to collect the data. The validity of the researcher- made test was verified by means of the experts of the field and its reliability was calculated by Cronbach's alpha as 0/93. By means of analysis of variance and factor analysis of variance and Scheffe post hoc tests, data were analyzed. The results indicated that active teaching methods comparing to the traditional ones had more effect on the academic achievement of students. However, considering the gender, no significant difference was found between male and female students.
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