مقایسه اثر آموزش تلفیقی با آموزش سنتی بر تفکر انتقادی و شادکامی دانش آموزان

محورهای موضوعی : فن‎آوری اطلاعات

آزاد الله کرمی ¹ (دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران)
اسماعیل زارعی زوارکی ² (دانشیار دانشگاه علامه طباطبایی، تهران، ایران)

تاریخ دریافت : 1392/07/04 تاریخ پذیرش : 1393/01/16 تاریخ انتشار : 1393/05/10

کلید واژه: شادکامی, تفکر انتقادی, آموزش تلفیقی, آموزش سنتی,

چکیده مقاله :

این پژوهش به منظور مقایسه اثر آموزش تلفیقی با آموزش سنتی بر تفکر انتقادی و شادکامی دانش‌ آموزان پایه سوم دوره راهنمایی شهرستان قدس انجام گرفت. روش تحقیق نیمه آزمایشی بود. جامعه آماری، شامل دانش ‌آموزان پایه سوم راهنمایی شهرستان قدس که در سال ۱۳۹۱ مشغول به تحصیل بودند، می‌باشد. به منظور انتخاب نمونه آماری، از روش نمونه‌ گیری در‌ دسترس استفاده شد. بدین ترتیب، یکی از مدارس شهرستان قدس که مجهز به امکانات لازم جهت اجرای آموزش تلفیقی بود انتخاب، و از میان کلاس‌ های پایه سوم، دو کلاس به عنوان گروه های آزمایش و شاهد انتخاب شدند. ابزارهای مورد استفاده در این پژوهش، آزمون تفکر انتقادی کالیفرنیا و شادکامی آکسفورد بود. ابتدا از هر دو گروه پیش آزمون گرفته شد، سپس یک نیمسال تحصیلی گروه آزمایش با روش آموزش تلفیقی و گروه شاهد با روش سنتی آموزش دیدند. پس از پایان نیمسال، از هر دو گروه پس آزمون به عمل آمد. برای تجزیه و تحلیل داده‌ ها از شاخص‌ های آمار توصیفی شامل میانگین و انحراف‌ معیار و در بخش آمار استنباطی از آزمون تحلیل کوواریانس استفاده شد. یافته‌ های پژوهش نشان داد، آموزش تلفیقی در مقایسه با روش سنتی تأثیر بیشتری بر تفکر انتقادی و شادکامی دانش‌ آموزان دارد.

چکیده انگلیسی:

The purpose of this study was to compare the impact of blended learning with traditional instruction on critical thinking and happiness in third grade students in Qods township. The research method was a semi-experimental. The statistical population included all the third grade secondary school students in Qods town studying in 2012. The statistical sample was selected via available sampling method. Thus one school was selected since it was equipped with the necessary facilities for implementing blended learning. Two classes of third grade in this school were chosen as experimental and control groups. The tools used in this study were California Critical Thinking Test and Oxford Happiness Test. Both groups were given a pretest, and at the end of the semester a posttest was performed. The data were analyzed using descriptive statistics including mean and standard deviation and inferential statistics including Covariance analysis test. The findings showed that blended learning was more effective in increasing students' critical thinking and happiness compared with traditional instruction.

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