واکاوی افت تحصیلی دانش آموزان ابتدایی با تاکید بر آموزش مجازی برنامه شاد در پاندمیک کرونا
محورهای موضوعی : آموزش مجازی
تکتم سادات جعفر طباطبایی
1
(هیات علمی و استادیار گروه روانشناسی، دانشگاه آزاد اسلامی بیرجند، بیرجند، ایران)
الهه سرفرازی
2
(دانشجوی دکترای روانشناسی تربیتی، دانشگاه آزاد اسلامی بیرجند، خراسان جنوبی، ایران)
کلید واژه: افت تحصیلی, آموزش مجازی, برنامه شاد, پاندمیک کرونا,
چکیده مقاله :
هدف از پژوهش حاضر واکاوی علل افت تحصیلی دانش‌آموزان با تأکید بر آموزش مجازی برنامه شاد در پاندمیک کرونا با روش پژوهش کیفی از نوع تحلیل تماتیک بوده است. جامعه پژوهش شامل والدین دانش آموزان دوره ابتدایی استان خراسان جنوبی که با روش نمونه‌گیری هدفمند انتخاب و در نهایت داده‌ها با 36 نفر از آن‌ها به اشباع رسید. ابزار گردآوری داده‌ها در این پژوهش به دلیل جدید بودن موضوع و فقدان نظریه کافی در خصوص موضوع پژوهش مصاحبه‌های اکتشافی نیمه ساختاریافته بود. بعد از جمع‌آوری داده‌ها به تجزیه‌وتحلیل آنان به روش اشتراوس-کوربین پرداخته شد. ازبین مفاهیم استخراج شده 55کدباز که در11کدمحوری و3کد انتخابی (علل زمینه‌ای، علل تربیتی و علل آموزشی) طبقه‌بندی شدند، به دست آمد. جهت بررسی روایی کدگذاری‌ها از توافق تخصصی متخصصان در مورد فرایند و ساختار کدگذاری‌ها و جهت بررسی پایایی آن با استفاده از فرم ارزیابی فرایند و ساختار کدگذاری نهایی از روش توافق بین ارزیاب‌ها استفاده شد که درنهایت ضریب ارزیاب‌ها 90/0 به دست آمد. یافته‌ها بیانگر این می‌باشند که در یک نگاه کلی افت تحصیلی معضل چندجانبه‌ای است که شیوه‌های پیشگیری از آن نیز چندجانبه و نیازمند همکاری و آگاهی مستمر والدین، مربیان و دانش‌آموزان از یک‌سو و برنامه‌ریزی‌های مسئولان آموزش‌وپرورش از سوی دیگر است.
The purpose of this study is to investigate the causes of students' academic failure by emphasizing the virtual education of the happy program in the corona pandemic with a qualitative research method of thematic analysis. The statistical population of the study included the parents of primary school students in South Khorasan province who were selected by purposive sampling method and finally the data were saturated with 36 participants. Data collection tools in this study were semi-structured exploratory interviews due to the novelty of the subject and the lack of sufficient theory on the subject of the research. After collecting the data, they were analyzed by Strauss-Corbin method. Among the extracted concepts, 55 open source codes were classified into 11 code-based and 3 selective codes (contextual causes, educational causes and educational causes). In order to check the validity of the codings, the specialized agreement of the experts on the process and structure of the codings and to evaluate its reliability using the process evaluation form and the final coding structure, the method of agreement between the evaluators was used.
Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: Causes and results. Theory and Practice in Language Studies, 5(11), 2262.
Azizi, Z., & Hosein nejad, H. (2021). Opportunities and Threats of Virtual Learning in the Corona Pandemic Era: A Phenomenological Study. Information and Communication Technology in Educational Sciences, 12(46), 153-173. .(in Persian).
Bang, H. J. (2011). What makes it easy or you to do your homework? An account of newcomer immigrant youths’ afterschool academic live.
Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. Learning Disabilities: A Contemporary Journal, 18(1), 71-91.Bolkan, S., & Goodboy. A (2014). Communicating charisma in structional setting: indicators and effects of charismatic teaching. College teaching, 62, 136-142.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993–1028). John Wiley & Sons Inc.
Castro, M. X., pasito- Cassas, E., Lopez – martin, E., Lizasoain, L., Navarro, E., & Gari, L. (2015). Parent involvement on student academic achievement: A meta – analysis. Educational Research Review, 14, 33-46.
Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute, Palo Alto, CA: Learning Policy Institute.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and youth services review, 118, 105440.
Dovzhenko, T. (2020). Primary education in post-corona period: New times-new trends. Postmodern Openings, 11(2), 51-58.
Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning inequality during the COVID-19 pandemic. SocArXiv. October, 29.
Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Pivot Professional Learning.
Hamidizadeh, K., & Amirian, F. (2021). Investigating the Challenges of Teaching Elementary School Social Studies in Cyberspace. Curriculum and instruction perspective, 1 (1), 59-72.(in Persian).
Hematipour, O. (2022). Redefining the role of parents in e-learning: elementary school. Information and Communication Technology in Educational Sciences, 12(48), 41-58. .(in Persian).
Jiang, Y., & Monk, H. (2015). Young Chinese-Australian children’s use of technology at home: Parents’ and grandparents’ views. Asia-Pacific Journal of Research in Early Childhood Education, 10(1), 87-106.
Lee, J., Lim, H., Allen, J., & Choi, G. (2021). Effects of learning attitudes and COVID-19 risk perception on poor academic performance among middle school students. Sustainability, 13(10), 5541.
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015) How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
Liu, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The Validation of One Parental Involvement Measurement in Virtual Schooling. Journal of Interactive Online Learning, 9(2).
Luc, J. G., Antonoff, M. B., Vaporciyan, A. A., & Yanagawa, B. (2021). Surgeon teachers and millennial learners: bridging the generation gap. The Journal of Thoracic and Cardiovascular Surgery, 162(1), 334-341.
Isikoglu Erdogan, N., Johnson, J. E., Dong, P. I., & Qiu, Z. (2019). Do parents prefer digital play? Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal, 47(2), 131-142.
Marler, E. K., Bruce, M. J., Abaoud, A., Henrichsen, C., Suksatan, W., Homvisetvongsa, S., & Matsuo, H. (2021). The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000294
Melinda,B. (2010). Empowering Effective Teachers. United States: Boston Consulting Group.
Mokhtari, E., Dehghani, M., & Khatat, M. (2021). Identifying the factors in the optimal implementation of the virtual curriculum of the elementary school from the perspective of parents in the first and second grade. Applied Educational Leadership, 2 (3), 15-22. (in Persian).
Monfared Sorkhrood, A. (2020). Analysis of the causes of educational decline and failure of students in the country and providing solutions (with emphasis on the role of the family). The Third International Conference on Psychology, Educational Sciences, Social Sciences and Humanities, https://civilica.com/doc/1162961.(in Persian).
Najafi, H. (2019). Comparison of the effect of combined and traditional teaching methods on learning. Research in medical science education, 11(2), 54-63.(in Persian).
Pelosi, L., & Vicars, M. (2020). Researching with the Sturm und Drang of COVID-19: Telling tales of teachers' teaching. Qualitative Research Journal, 20(4), 393-403.
Pozas, M., Letzel, V., & Schneider, C. (2021). Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling. European Journal of Special Needs Education, 36(1), 35-50.
Radesky, J. S., Eisenberg, S., Kistin, C. J., Gross, J., Block, G., Zuckerman, B., & Silverstein, M. (2016). Overstimulated consumers or next-generation learners? Parent tensions about child mobile technology use. The Annals of Family Medicine, 14(6), 503-508.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Sci. Educ., 2(3), 923–945.
Razi, J., Imam Juma, M., Ahmadi, Gh., & Saleh Sadeghpour, B. (2018). Identify and validate the characteristics of an effective elementary school teacher. Theory and Practice in the Curriculum, 6 (12), 93-126. .(in Persian).
Rothery, M. (2008). Critical ecological systems theory. Theoretical perspectives for direct social work practice: A generalist-eclectic approach, 89-118.
Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World. Paris: OECD Publishing.
Sharifi Alounabadi, M., Salehi, S., Bagherifar, A., & Moghadamzadeh, A. (2016). Phenomenological analysis of effective factors in the decline of academic motivation in high school students. Journal of Applied Psychological Research, 7 (3), 235-254. .(in Persian).
Shaturaev, J. (2021). INDIGENT CONDITION IN EDUCATION AND LOW ACADEMIC OUTCOMES IN PUBLIC EDUCATION SYSTEM OF INDONESIA AND UZBEKISTAN. Архив научных исследований, 1(1).
Spitzer, M. W. H., & Musslick, S. (2021). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PloS one, 16(8), e0255629.
Suri, C. S. (2021). Challenges to online education: A review. Journal of Contemporary Issues in Business and Government, 27(1).
Talaati, M., Nasserabadi, K., Nikkhah , N., & Laei, Sh. (2019). Analysis of Factors Affecting Students' Academic Failure. Fifth National Conference on New Research in Iranian Curriculum Planning, Tehran, https://civilica.com/doc/967788 .(in Persian).
Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies. Asian Education and Development Studies, 10(2), 308-321.
Wijsman, L. A., Warrens, M. J., Saab, N., Van Driel, J. H., & Westenberg, P. M. (2016). Declining trends in student performance in lower secondary education. European Journal of Psychology of Education, 31(4), 595-612.
Wößmann, L., Freundl, V., Grewenig, E., Lergetporer, P., Werner, K., & Zierow, L. (2020). Coronavirus Crisis Cut the Time Children Spend on Schooling in Half. ifo Schnelldienst, 73(09), 25-39.
Yang, Y., & Cornelius, L. F. (2004). Students‟ Perceptions towards the Quality of Online Education: A Qualitative Approach. Assoc. Educ. Commun. Technol. pp. 861–877.
Young, A. M., Wendel, P. J., Esson, J. M., & Plank, K. M. (2018). Motivational decline and recovery in higher education STEM courses. International Journal of Science Education, 40(9), 1016-1033.
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in psychology, 3602.
Zeng, Q., Liang, Z., Zhang, M., Xia, Y., Li, J., Kang, D., ... & Wang, J. (2021). Impact of Academic Support on Anxiety and Depression of Chinese Graduate Students During the COVID-19 Pandemic: Mediating Role of Academic Performance. Psychology research and behavior management, 14, 2209.
_||_Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011.
Al-Zoubi, S. M., & Younes, M. A. B. (2015). Low academic achievement: Causes and results. Theory and Practice in Language Studies, 5(11), 2262.
Azizi, Z., & Hosein nejad, H. (2021). Opportunities and Threats of Virtual Learning in the Corona Pandemic Era: A Phenomenological Study. Information and Communication Technology in Educational Sciences, 12(46), 153-173. .(in Persian).
Bang, H. J. (2011). What makes it easy or you to do your homework? An account of newcomer immigrant youths’ afterschool academic live.
Basham, J. D., Blackorby, J., & Marino, M. T. (2020). Opportunity in Crisis: The Role of Universal Design for Learning in Educational Redesign. Learning Disabilities: A Contemporary Journal, 18(1), 71-91.Bolkan, S., & Goodboy. A (2014). Communicating charisma in structional setting: indicators and effects of charismatic teaching. College teaching, 62, 136-142.
Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 993–1028). John Wiley & Sons Inc.
Castro, M. X., pasito- Cassas, E., Lopez – martin, E., Lizasoain, L., Navarro, E., & Gari, L. (2015). Parent involvement on student academic achievement: A meta – analysis. Educational Research Review, 14, 33-46.
Darling-Hammond, L., & Cook-Harvey, C. M. (2018). Educating the Whole Child: Improving School Climate to Support Student Success. Learning Policy Institute, Palo Alto, CA: Learning Policy Institute.
Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and youth services review, 118, 105440.
Dovzhenko, T. (2020). Primary education in post-corona period: New times-new trends. Postmodern Openings, 11(2), 51-58.
Engzell, P., Frey, A., & Verhagen, M. D. (2020). Learning inequality during the COVID-19 pandemic. SocArXiv. October, 29.
Flack, C. B., Walker, L., Bickerstaff, A., Earle, H., & Margetts, C. (2020). Educator perspectives on the impact of COVID-19 on teaching and learning in Australia and New Zealand. Pivot Professional Learning.
Hamidizadeh, K., & Amirian, F. (2021). Investigating the Challenges of Teaching Elementary School Social Studies in Cyberspace. Curriculum and instruction perspective, 1 (1), 59-72.(in Persian).
Hematipour, O. (2022). Redefining the role of parents in e-learning: elementary school. Information and Communication Technology in Educational Sciences, 12(48), 41-58. .(in Persian).
Jiang, Y., & Monk, H. (2015). Young Chinese-Australian children’s use of technology at home: Parents’ and grandparents’ views. Asia-Pacific Journal of Research in Early Childhood Education, 10(1), 87-106.
Lee, J., Lim, H., Allen, J., & Choi, G. (2021). Effects of learning attitudes and COVID-19 risk perception on poor academic performance among middle school students. Sustainability, 13(10), 5541.
Livingstone, S., Mascheroni, G., Dreier, M., Chaudron, S., & Lagae, K. (2015) How parents of young children manage digital devices at home: The role of income, education and parental style. London: EU Kids Online, LSE.
Liu, F., Black, E., Algina, J., Cavanaugh, C., & Dawson, K. (2010). The Validation of One Parental Involvement Measurement in Virtual Schooling. Journal of Interactive Online Learning, 9(2).
Luc, J. G., Antonoff, M. B., Vaporciyan, A. A., & Yanagawa, B. (2021). Surgeon teachers and millennial learners: bridging the generation gap. The Journal of Thoracic and Cardiovascular Surgery, 162(1), 334-341.
Isikoglu Erdogan, N., Johnson, J. E., Dong, P. I., & Qiu, Z. (2019). Do parents prefer digital play? Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal, 47(2), 131-142.
Marler, E. K., Bruce, M. J., Abaoud, A., Henrichsen, C., Suksatan, W., Homvisetvongsa, S., & Matsuo, H. (2021). The impact of COVID-19 on university students’ academic motivation, social connection, and psychological well-being. Scholarship of Teaching and Learning in Psychology. Advance online publication. https://doi.org/10.1037/stl0000294
Melinda,B. (2010). Empowering Effective Teachers. United States: Boston Consulting Group.
Mokhtari, E., Dehghani, M., & Khatat, M. (2021). Identifying the factors in the optimal implementation of the virtual curriculum of the elementary school from the perspective of parents in the first and second grade. Applied Educational Leadership, 2 (3), 15-22. (in Persian).
Monfared Sorkhrood, A. (2020). Analysis of the causes of educational decline and failure of students in the country and providing solutions (with emphasis on the role of the family). The Third International Conference on Psychology, Educational Sciences, Social Sciences and Humanities, https://civilica.com/doc/1162961.(in Persian).
Najafi, H. (2019). Comparison of the effect of combined and traditional teaching methods on learning. Research in medical science education, 11(2), 54-63.(in Persian).
Pelosi, L., & Vicars, M. (2020). Researching with the Sturm und Drang of COVID-19: Telling tales of teachers' teaching. Qualitative Research Journal, 20(4), 393-403.
Pozas, M., Letzel, V., & Schneider, C. (2021). Homeschooling in times of corona’: exploring Mexican and German primary school students’ and parents’ chances and challenges during homeschooling. European Journal of Special Needs Education, 36(1), 35-50.
Radesky, J. S., Eisenberg, S., Kistin, C. J., Gross, J., Block, G., Zuckerman, B., & Silverstein, M. (2016). Overstimulated consumers or next-generation learners? Parent tensions about child mobile technology use. The Annals of Family Medicine, 14(6), 503-508.
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2020). Online University Teaching During and After the Covid-19 Crisis: Refocusing Teacher Presence and Learning Activity. Postdigital Sci. Educ., 2(3), 923–945.
Razi, J., Imam Juma, M., Ahmadi, Gh., & Saleh Sadeghpour, B. (2018). Identify and validate the characteristics of an effective elementary school teacher. Theory and Practice in the Curriculum, 6 (12), 93-126. .(in Persian).
Rothery, M. (2008). Critical ecological systems theory. Theoretical perspectives for direct social work practice: A generalist-eclectic approach, 89-118.
Schleicher, A. (2016). Teaching Excellence through Professional Learning and Policy Reform: Lessons from Around the World. Paris: OECD Publishing.
Sharifi Alounabadi, M., Salehi, S., Bagherifar, A., & Moghadamzadeh, A. (2016). Phenomenological analysis of effective factors in the decline of academic motivation in high school students. Journal of Applied Psychological Research, 7 (3), 235-254. .(in Persian).
Shaturaev, J. (2021). INDIGENT CONDITION IN EDUCATION AND LOW ACADEMIC OUTCOMES IN PUBLIC EDUCATION SYSTEM OF INDONESIA AND UZBEKISTAN. Архив научных исследований, 1(1).
Spitzer, M. W. H., & Musslick, S. (2021). Academic performance of K-12 students in an online-learning environment for mathematics increased during the shutdown of schools in wake of the COVID-19 pandemic. PloS one, 16(8), e0255629.
Suri, C. S. (2021). Challenges to online education: A review. Journal of Contemporary Issues in Business and Government, 27(1).
Talaati, M., Nasserabadi, K., Nikkhah , N., & Laei, Sh. (2019). Analysis of Factors Affecting Students' Academic Failure. Fifth National Conference on New Research in Iranian Curriculum Planning, Tehran, https://civilica.com/doc/967788 .(in Persian).
Tan, C. (2020). The impact of COVID-19 on student motivation, community of inquiry and learning performance. Asian Education and Development Studies. Asian Education and Development Studies, 10(2), 308-321.
Wijsman, L. A., Warrens, M. J., Saab, N., Van Driel, J. H., & Westenberg, P. M. (2016). Declining trends in student performance in lower secondary education. European Journal of Psychology of Education, 31(4), 595-612.
Wößmann, L., Freundl, V., Grewenig, E., Lergetporer, P., Werner, K., & Zierow, L. (2020). Coronavirus Crisis Cut the Time Children Spend on Schooling in Half. ifo Schnelldienst, 73(09), 25-39.
Yang, Y., & Cornelius, L. F. (2004). Students‟ Perceptions towards the Quality of Online Education: A Qualitative Approach. Assoc. Educ. Commun. Technol. pp. 861–877.
Young, A. M., Wendel, P. J., Esson, J. M., & Plank, K. M. (2018). Motivational decline and recovery in higher education STEM courses. International Journal of Science Education, 40(9), 1016-1033.
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the COVID-19 lockdown: A cross-country comparison. Frontiers in psychology, 3602.
Zeng, Q., Liang, Z., Zhang, M., Xia, Y., Li, J., Kang, D., ... & Wang, J. (2021). Impact of Academic Support on Anxiety and Depression of Chinese Graduate Students During the COVID-19 Pandemic: Mediating Role of Academic Performance. Psychology research and behavior management, 14, 2209.