تاثیر روش تدریس یادگیری در حد تسلط بر عملکرد تحصیلی و انگیزش پیشرفت تحصیلی دانش‌آموزان دوره ابتدایی
محورهای موضوعی : علوم تربیتی
شکوفه زارع
1
(دانشجوی دوره کارشناسی ارشد تحقیقات آموزشی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران)
کلید واژه: دانش آموزان, روش تدریس یادگیری در حد تسلط, انگیزه پیشرفت تحصیلی, عملکرد تحصیلی,
چکیده مقاله :
مقدمه و هدف: هدف از پژوهش حاضر بررسی تاثیر روش تدریس یادگیری در حد تسلط بر عملکرد تحصیلی و انگیزش پیشرفت تحصیلی دانش آموزان بوده است. روش شناسی پژوهش: روش پژوهش شبه تجربی، با طرح پیش‌آزمون، پس‌آزمون با گروه آزمایش و گواه است. جامعه آماری شامل تمامی دانش آموزان دوره ابتدایی شهر مرودشت بود. برای تعیین حجم نمونه تعداد ۱۲۰ نفر از دانش آموزان به روش تصادفی خوشه‌ای انتخاب و در دو گروه آزمایش (60 نفر) و کنترل (۶۰ نفر) جایگزین شدند. ابزار سنجش در این پژوهش 2 پرسشنامه انگیزش پیشرفت هرمنس، و عملکرد تحصیلی فام و تیلور بوده است، که روایی محتوایی و صوری آن‌ها مورد تایید قرار گرفته است و پایایی پرسشنامه انگیزش پیشرفت و عملکرد تحصیلی با استفاده از ضریب آلفای کرونباخ به ترتیب 85/0 و 79/0 بدست آمده است. تجزیه و تحلیل داده‌ها با استفاده از آمار توصیفی و استنباطی صورت پذیرفت، که در سطح آمار توصیفی؛ فراوانی، میانگین و انحراف استاندارد و در سطح آمار استنباطی از آزمون تحلیل کوواریانس استفاده شده است. یافته ها: بین عملکرد تحصیلی و انگیزش پیشرفت تحصیلی دو گروه آزمایش و کنترل در مرحله پس آزمون تفاوت معناداری وجود دارد (001/0≥ p ) ، به عبارتی روش تدریس یادگیری در حد تسلط بر عملکرد تحصیلی و انگیزش پیشرفت تحصیلی دانش‌آموزان تاثیر معنی داری دارد. تدریس یادگیری در حد تسلط بر مولفه های عملکرد تحصیلی اثر معنادار داشته است. یعنی ۸۰ درصد کل واریانس یا تفاوت های فردی در مولفه خودکارآمدی، ۳۸% مولفه تاثیرات هیجانی، ۷۳% در مولفه برنامه ریزی، ۶۰ درصد در مولفه فقدان کنترل و ۶۷ درصد در مولفه انگیزش به تفاوت بین دو گروه می باشد. روش تدریس یادگیری در حد تسلط بر افزایش انگیزه پیشرفت تحصیلی [(001/0p< ، 896/25= [F اثر معنادار داشته است. بحث و نتیجه گیری: نتیجه نشان داد روش تدریس یادگیری در حد تسلط بر افزایش عملکرد تحصیلی و انگیزش تحصیلی موثر است. روش تدریس یادگیری در حد تسلط بر مولفه های عملکرد تحصیلی موثر است. روش تدریس یادگیری در حد تسلط بر مولفه های انگیزه پیشرفت تحصیلی موثر است.
Introduction: The aim of the present research was to investigate the effect of mastery learning method on the academic performance and academic achievement motivation of the elementary school students. research methodology: The research method is quasi-experimental, with a pre-test, post-test design with an experimental and control group. The statistical population included all primary school students of Marvdasht city. To determine the sample size, 120 students were selected by cluster random method and replaced in two experimental (60 people) and control (60 people) groups. The measurement tools in this research were Hermans achievement motivation questionnaire and Pham and Taylor academic performance questionnaire, whose content and form validity have been confirmed and the reliability of the questionnaire of motivation for achievement and academic performance has been obtained using Cronbach's alpha coefficient of 0.85 and 0.79, respectively. Data analysis was done using descriptive and inferential statistics, which at the level of descriptive statistics; frequency, mean and standard deviation, and at the level of inferential statistics, analysis of covariance test were used. Findings: There is a significant difference between the academic performance and academic achievement motivation of the two experimental and control groups in the post-test stage (p ≥ 0.001), in other words, the mastery learning method has a significant effect on the academic performance and academic achievement motivation of the students. Mastery learning method has had a significant effect on the components of academic performance. That is, 80% of the total variance or individual differences in the self-efficacy component, 38% in the emotional effects component, 73% in the planning component, 60% in the lack of control component and 67% in the motivation component is the difference between the two groups. The mastery learning method has had a significant effect on increasing the motivation of academic progress [F=25.896, p<0.001)]. Conclusion: The result indicated that the mastery learning method is effective in increasing academic performance and academic motivation. The mastery learning method is effective in the components of academic performance. The mastery learning method is effective in the motivational components of academic achievement.
References
Adeniji, S. M., Ameen, S. K., Dambatta, B. U., & Orilonise, R. (2018). Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. International Journal of Instruction, 11(4), 951-962.
Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., ... & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 38(1), 1-23.
Darvishi, Mozafar; Saif, Ali Akbar and Ahadi, Hassan (2016). The effect of learning-based education on the level of mastery on academic achievement and attitude of psychology students towards statistics course, Jundishapur Education Development Quarterly, 8 (1). (In Persian).
Filgona, J., Filgona, J., & Linus, K. S. (2017). Mastery learning strategy and learning retention: effects on senior secondary school students’ achievement in physical geography in Ganye educational zone, Nigeria.
Foong, C. C., Liew, P. Y., & Lye, A. J. (2022). Changes in motivation and its relationship with academic performance among first-year chemical engineering students. Education for Chemical Engineers, 38, 70-77.
Gulshahi Roudbane, Samia (2019). Investigating the relationship between mother's personality traits and motivation to progress and its effect on the academic performance of elementary school girls in district 2 of Zahedan city, Quarterly Journal of Psychology and Educational Sciences, 6 (1).
Hayhavand Khairipour, Mehrnoosh (2018). The relationship between academic achievement motivation and self-regulated learning strategies with the academic performance of secondary school students in Ahvaz in mathematics, the first national conference of Farda School. (In Persian).
Kaviar, Akram; Torbatinejad, Hossein and Qandizadeh, Mahnaz (2022). Prediction of academic progress based on motivation for progress and self-regulated learning strategies of female high school students, Journal of Povish in Educational Sciences Education and Counseling, 8 (16): 42-24. (In Persian).
Keshavarzi, Zahra (2022). Comparison of the effect of the jigsaw teaching method and the learning teaching method on the academic progress of the sixth grade students in Mamsani city, the fourth national conference of professional research in psychology and counseling with a perspective approach. (In Persian).
Karaman, M.A., Waston, J.C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and International undergraduate students. Personality and Individual Differences, 111,106-110.
Khorshidi, Mohammad and Mohibi Nuruddin Vand, Mohammad (2022). Comparison of the effectiveness of the jigsaw teaching method and the learning teaching method in mastering the academic performance of the science course in male students of the sixth grade of elementary school in Masjid Suleiman, the first national conference on developmental and educational psychology. (In Persian).
Mohammad Porfard, Yusuf (2018). Investigating the effect of jigsaw teaching method and learning teaching method to the extent of mastery on the academic progress of the fourth grade elementary school students in Kangan city, the second international conference on psychology, educational sciences and humanities. (In Persian).
Pintrich, P. R & Schunk., D, H. (2012). "Motivation in education: Theory, research, & applications". New Jersey Johnston.
Saif, Ali Akbar (2012). Behavior change and behavioral therapy theories and methods, 18th edition, Tehran: Doran Publishing House. (In Persian).
Vahidi, Zahra and Baratali, Maryam, (2016). Predicting the academic performance of secondary school students based on metacognitive skills and self-discipline. Bimonthly Scientific-Research Education Strategies in Medical Sciences, 10 (2), 103-114. (In Persian).
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online, 25(1), 1742964.
Yang, M. (2022). Effects of supplemental services on students' motivation, engagement and academic achievement. M.A Thesis in Educational Psychology.The Pennsylvania State University.
_||_References
Adeniji, S. M., Ameen, S. K., Dambatta, B. U., & Orilonise, R. (2018). Effect of Mastery Learning Approach on Senior School Students' Academic Performance and Retention in Circle Geometry. International Journal of Instruction, 11(4), 951-962.
Affuso, G., Zannone, A., Esposito, C., Pannone, M., Miranda, M. C., De Angelis, G., ... & Bacchini, D. (2023). The effects of teacher support, parental monitoring, motivation and self-efficacy on academic performance over time. European Journal of Psychology of Education, 38(1), 1-23.
Darvishi, Mozafar; Saif, Ali Akbar and Ahadi, Hassan (2016). The effect of learning-based education on the level of mastery on academic achievement and attitude of psychology students towards statistics course, Jundishapur Education Development Quarterly, 8 (1). (In Persian).
Filgona, J., Filgona, J., & Linus, K. S. (2017). Mastery learning strategy and learning retention: effects on senior secondary school students’ achievement in physical geography in Ganye educational zone, Nigeria.
Foong, C. C., Liew, P. Y., & Lye, A. J. (2022). Changes in motivation and its relationship with academic performance among first-year chemical engineering students. Education for Chemical Engineers, 38, 70-77.
Gulshahi Roudbane, Samia (2019). Investigating the relationship between mother's personality traits and motivation to progress and its effect on the academic performance of elementary school girls in district 2 of Zahedan city, Quarterly Journal of Psychology and Educational Sciences, 6 (1).
Hayhavand Khairipour, Mehrnoosh (2018). The relationship between academic achievement motivation and self-regulated learning strategies with the academic performance of secondary school students in Ahvaz in mathematics, the first national conference of Farda School. (In Persian).
Kaviar, Akram; Torbatinejad, Hossein and Qandizadeh, Mahnaz (2022). Prediction of academic progress based on motivation for progress and self-regulated learning strategies of female high school students, Journal of Povish in Educational Sciences Education and Counseling, 8 (16): 42-24. (In Persian).
Keshavarzi, Zahra (2022). Comparison of the effect of the jigsaw teaching method and the learning teaching method on the academic progress of the sixth grade students in Mamsani city, the fourth national conference of professional research in psychology and counseling with a perspective approach. (In Persian).
Karaman, M.A., Waston, J.C. (2017). Examining associations among achievement motivation, locus of control, academic stress, and life satisfaction: A comparison of U.S. and International undergraduate students. Personality and Individual Differences, 111,106-110.
Khorshidi, Mohammad and Mohibi Nuruddin Vand, Mohammad (2022). Comparison of the effectiveness of the jigsaw teaching method and the learning teaching method in mastering the academic performance of the science course in male students of the sixth grade of elementary school in Masjid Suleiman, the first national conference on developmental and educational psychology. (In Persian).
Mohammad Porfard, Yusuf (2018). Investigating the effect of jigsaw teaching method and learning teaching method to the extent of mastery on the academic progress of the fourth grade elementary school students in Kangan city, the second international conference on psychology, educational sciences and humanities. (In Persian).
Pintrich, P. R & Schunk., D, H. (2012). "Motivation in education: Theory, research, & applications". New Jersey Johnston.
Saif, Ali Akbar (2012). Behavior change and behavioral therapy theories and methods, 18th edition, Tehran: Doran Publishing House. (In Persian).
Vahidi, Zahra and Baratali, Maryam, (2016). Predicting the academic performance of secondary school students based on metacognitive skills and self-discipline. Bimonthly Scientific-Research Education Strategies in Medical Sciences, 10 (2), 103-114. (In Persian).
Wu, H., Li, S., Zheng, J., & Guo, J. (2020). Medical students’ motivation and academic performance: the mediating roles of self-efficacy and learning engagement. Medical education online, 25(1), 1742964.
Yang, M. (2022). Effects of supplemental services on students' motivation, engagement and academic achievement. M.A Thesis in Educational Psychology.The Pennsylvania State University.