مقایسه مهارت‌های اجتماعی و یادگیری خود راهبر دانش‌آموزان مدارس هوشمند و سنّتی دوره متوسطه دوم
محورهای موضوعی : آموزش و پرورشمریم قناعت پیشه 1 , مسلم صالحی 2
1 - کارشناس ارشد برنامه ریزی درسی، گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
2 - گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران
کلید واژه: مهارت‌های اجتماعی, مدارس هوشمند, یادگیری خود راهبر, مدارس سنتی,
چکیده مقاله :
هدف از این پژوهش، مقایسه مهارت‌های اجتماعی و یادگیری خود راهبر دانش‌آموزان مدارس هوشمند و سنّتی دوره متوسطه شهرستان مرودشت است. پژوهش حاضر از لحاظ هدف تحقیق، از نوع کاربردی و به لحاظ نوع تحقیق ، ماهیت و اهداف پژوهش از نوع علّی مقایسه‌ای است؛ جهت روش آماری از آزمون تی گروه‌های مستقل استفاده گردید. جهت گرد آوری داده های مورد نیاز از پرسشنامه محقّق ساخته استفاده شده است که دارای پایایی 80/0 وهمچنین ضریب آلفای کرونباخ84/0 است. جهت گردآوری داده‌ها ، از پرسشنامه‌ی مهارت‌های اجتماعی SSRS (Gresham, 1990)، یادگیری خودراهبر گاگلیلمینو (Guglielmino, 1977)، استفاده شد. سؤالات پژوهش بر اساس مقیاس پنج درجه‌ای لیکرت تنظیم شده است.جامعه آماری شامل تمامی دانش آموزان مدارس هوشمند وسنتی در شهرستان مرودشت در سال تحصیلی 94-1393 برابر 3355 نفر و نمونه تحقیق در این پژوهش بر اساس جدول مورگان 270 نفر است، در این پژوهش از روش نمونه گیری خوشه ای چند مرحله ای استفاده شده است که در دو گروه 135 نفره قرار گرفته اند که شامل مدارس هوشمند و مدارس معمولی هستند و مشغول به تحصیل هستند. نتایج این پژوهش نشان می‌دهد که بین میزان یادگیری خودراهبر دانش آموزان مدارس هوشمند و سنّتی، تفاوت معنادار وجود دارد که میزان یادگیری خودراهبر دانش آموزان مدارس هوشمند از مدارس سنّتی بیشتر است و بین میزان مهارت های اجتماعی دانش آموزان مدارس هوشمند و سنّتی تفاوت معناداری وجود ندارد.
The aim of this study was to evaluate social skills and self-directed learning of students in traditional high-school to compare with students in smart high-schools in Marvdasht city. Present study in terms of objectives was applied research and in terms of type of study was causal-comparative and for statistical method independent samples t-test was used.
In order to collect required data, questionnaire was used which had reliability of 80/0, and also Cronbach alpha coefficient was 84/0. To collect data, social skills questionnaire SSRS (Gresham, 1990) and self-directed learning Guglielmino (Guglielmino, 1977).
was used. Research questions were based on five-degree Likert scale.
The population consisted of all students in smart and traditional schools in Marvdasht city in the academic year 2014 – 2015 equal to 3355 students and sample group of the research based on Morgan table included 270 students.
In this study, multi-stage sampling method was used including two groups of 135 students, consisted of students studying in traditional and smart schools.
The results of this study demonstrated that there is a significant difference between self-directed learning of students of smart schools comparing with traditional schools, and that the rate of self-directed learning of students of smart schools is more than traditional schools, and there was no significant difference between social skills of students in smart schools and traditional schools.
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