تاثیر آموزش مبتنی بر یادگیری معکوس بر یادگیری خودتنظیمی، درگیری تحصیلی و خودکارآمدی دانش آموزان پایه چهارم در درس ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
1 - گروه تکنولوژی آموزشی،واحد ساری،دانشگاه آزاد اسلامی، ساری، ایران
کلید واژه: یادگیری معکوس, یادگیری خودتنظیمی, درگیری تحصیلی, خودکارآمدی, دانش آموزان, ریاضی,
چکیده مقاله :
پژوهش حاضر باهدف بررسی تأثیر آموزش مبتنی بر یادگیری معکوسی بر یادگیری خودتنظیمی، درگیری تحصیلی و خودکارآمدی دانش آموزان پایه چهارم در درس ریاضی، با روش نیمه آزمایشی با طرح پیش‌آزمون و پس‌آزمون و گروه‌های آزمایش و کنترل انجام شد. جامعه آماری شامل کلیه دانش آموزان دختر پایه چهارم( ابتدایی دوم) ناحیه یک شهر ساری در سال تحصیلی 1402 - 1401 به تعداد 1970 نفر بوده که با روش نمونه‌گیری تصادفی ساده، تعداد 40 نفر در دو گروه)20 نفر گروه آزمایش و 20 نفر گروه کنترل( به‌عنوان نمونه انتخاب شدند. ابزار اندازه‌گیری، پرسشنامه‌های یادگیری خودتنظیمی پینتریچ ودیگروت (1990)، درگیری تحصیلی (زرنگ، 1391) و خودکارآمدی عمومی شرر (1982) بود که در پیش‌آزمون و پس‌آزمون مورداستفاده قرار گرفت. داده‌های جمع‌آوری‌شده با نرم‌افزاریIBM SPSS 23 و آزمون تحلیل کوواریانس (ANCOVA) مورد تحلیل قرار گرفت. یافته‌ها نشان داد که آموزش مبتنی بر یادگیری معکوس الکترونیکی بر یادگیری خودتنظیمی، درگیری تحصیلی و خودکارآمدی دانش آموزان دختر پایه چهارم ابتدایی در درس ریاضی تأثیر دارند و مقدار آن را افزایش می‌دهند.
The present study was conducted with the aim of investigating the effect of reverse learning-based education on self-regulated learning, academic engagement and self-efficacy of fourth grade students in mathematics, using a semi-experimental method with a pre-test and post-test design and experimental and control groups. The statistical population includes all the female students of the fourth grade (second primary) of one district of Sari city in the academic year of 1402-1401 in the number of 1970 people, with the simple random sampling method, the number of 40 people in two groups (20 people in the experimental group and 20 people in the experimental group) control) were selected as samples. The measurement tools were self-regulated learning questionnaires by Pintrich and Diggerot (1990), academic engagement (Zarang, 2011) and general self-efficacy by Sherer (1982), which were used in the pre-test and post-test. Data collected with IBM SPSS 23 software. And the analysis of covariance test (ANCOVA) was analyzed. The findings showed that teaching based on reverse learning has an effect on self-regulation learning, academic engagement and self-efficacy of fourth grade female students in mathematics and increases its value.
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