اثربخشی آموزش راهبرد های فراشناخت بر خودراهبری یادگیری و پیشرفت تحصیلی ریاضی و ادبیات فارسی دانش آموزان مقطع متوسطه اول شهرستان شوش

محورهای موضوعی : آموزش و پرورش

محمود شرفی ¹ (استادیار گروه علوم تربیتی دانشگاه پیام نور)
مریم داودی ² (دانشجوی کارشناسی ارشد علوم تربیتی گرایش تحقیقات آموزشی دانشگاه پیام نور)

تاریخ دریافت : 1395/07/18 تاریخ پذیرش : 1397/12/15 تاریخ انتشار : 1397/12/01

کلید واژه: پیشرفت تحصیلی, آموزش, یادگیری خود راهبر, راهبردهای فراشناخت,

چکیده مقاله :

هدف از پژوهش حاضر، بررسی تاثیر آموزش راهبردهای فراشناخت بر خودراهبری یادگیری و پیشرفت تحصیلی ریاضی و ادبیات فارسی دانش آموزان مقطع متوسطه اول بود. جامعه آماری پژوهش نیمه آزمایشی شامل کلیه ی دانش اموزان مقطع متوسطه اول شهرستان شوش در سال تحصیلی 95-1394 به تعداد 2973 نفر بوده که از این تعداد یک نمونه 60 نفری از دانش آموزان پایه هفتم به روش نمونه گیری در دسترس انتخاب شد و سپس به روش جایگزینی تصادفی در دو گروه آزمایش(30 نفر) و کنترل (30 نفر )، قرار گرفتند. گروه آزمایش طی 10 جلسه 60 دقیقه ای تحت آموزش راهبردهای فراشناخت قرار گرفتند.برای گردآوری داده ها از پرسشنامه سنجش خود راهبری در یادگیری دانش آموزان(SDL ) فیشر و همکاران (2001) که پایایی آن به روش الفای کرونباخ برای کل آزمون91/. محاسبه گردید و از نمرات نوبت اول ریاضی و ادبیات فارسی (پیش آزمون ) و نمرات نوبت دوم ریاضی و ادبیات فارسی ( پس آزمون ) استفاده شد. یافته های پژوهش با استفاده از شاخص های آمار توصیفی و تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. نتایج نشان داد که - با کنترل پیش آزمون، خود راهبری یادگیری و نیز پیشرفت تحصیلی ریاضی و ادبیات فارسی در بین گروه آزمایش و کنترل تفاوت معنا دار دارد و آموزش راهبردهای فراشناخت بر خودراهبری یادگیری و پیشرفت تحصیلی ریاضی و ادبیات فارسی تاثیر معنا دار دارد..میزان تاثیر آموزش راهبردهای فراشناخت بر خودراهبری یادگیری (73/0)، پیشرفت تحصیلی ریاضی (57/0)، پیشرفت تحصیلی ادبیات فارسی (42/0) می باشد. همچنین نتایج حاصل از تحلیل کوواریانس برای بررسی اثربخشی بیشتر آموزش راهبردهای فراشناخت بر پیشرفت تحصیلی درس ریاضی در مقایسه با درس ادبیات فارسی مشخص کرد که این تاثیر از نظر آماری معنی دار نیست. (05/0p> و 23/0 =F).

چکیده انگلیسی:

The aim of this study was to investigate the effect of metacognitive strategies on self-directed learning and academic achievement in math and Persian literature first level high school students in the city of Shush.the population of puasi-experimental study included 2973 high school students in the city of Susa in the academic year of 1394-95.the participants of study were 60 of 7th grade students were selected by available sampling and then randomly were divided into experimental (n=30) and control (n=30) groups, respectively. In treatment period for experimental group, metacognitive strategies were taught in 10 sessions and each session was 60 minutes. Data were collected by SDL questionnaire (by Fisher, 2001)The reliability of the cronbach's alpha for the entire test ./91 was calculated, math and Persian literature pre-test's scores in first semester curriculum, math and Persian literature post-test's scores in second semester curriculum. The results were analyzed by descriptive statistics and analysis of covariance (ANCOVA). The results showed that significant difference was in self-directed learning and academic achievement in math and Persian literature between control and experimental group's then, metacognitive strategies have significant impact on self-directed learning and academic achievement in math and Persian literature. The effect of metacognitive strategies on variables rated respectively, self-directed learning (0.73), the academic achievement in math (0.57), Academic achievement Persian literature (0.42). The results of analysis of covariance to assess more effectiveness metacognitive strategies on academic achievement in math Compared with academic achievement in Persian literature revealed that this effect is not statistically significant.

منابع و مأخذ:

• Alotaibi,Kh.N.(2016).The Lerning environment as a mediating variable between self- directed learning readiness  and academic performance of a sample of Saudi nursing and medical emergency students.Nurse Education Today :36. PP: 249-254.


• Abdullah, MH.(2001). Self-directed learning [Eric digest No.169]. Bloomington,in:ERIC clearinghouse on reading, English, and communication digest. ERIC document reproduction service No. [ED459458].


• Amandu,G.,& Muliira,J.& Fronda,D.(2013).Using moodle e-learning platform to foster student self-directed learning: Experiences with utilization of the software in undergraduate nursing course in a middle Eastern university .procedia-social and Behavioral sciences: N.93.pp: 677-683


• Ashouri Nejd, F. (1392). The effectiveness of metacognitive strategies on achievement motivation of students. Journal of Education Psychology, Vol.7 N.(27), pp:116-103. .(In Persian).


• Ashrafkan' an &Osman , Kamisah (2015 ).The Relationship between self- directed learning skills and science Achievement among Qatari students. Creative Education:6.pp:760-797.Published on line may 2015 in scires.     http://www.scirp.org/journal/


• Bruningn, QH.schraw, GJ. Norbay, NM. Rohning, RR.(2001). Cognitive pcychology and International. Upper saddler River.pp.31-34- Cadorin,L.Rei,A.Dante,A.Bulfone, &Viera,G.&Palese,A(2015).Enhancing self-directed learning among Italian nursing students: A pre- and post-intervention study.Nurse Education Today , doi: 0.1016/j.nedt.2015.02.004. Available online atwww.sciencedirect.com


• Babaei Amiri, N & Ashoori, J. (1393). Its cognitive and metacognitive learning strategies, self-efficacy, creativity and emotional intelligence and academic achievement. Journal of cognitive strategies in learning.vol. .N. (3),pp: 127-112. .(In Persian).


• behrozi, N.& Shaghab, M. Mehrabizade Honarmand, M and Maktabi, GH. (1390). Examine the relationship between self-directed learning and life satisfaction in students' academic performance. Journal of Educational Sciences. shehid Chamran University, spring and summer.Vol.6 .N.(1),PP: 155-170. .(In Persian).


• Cazen,A.& Schiopca,B.(2014).Self-directed learning,personality traits and academic achievement.procedia-social and Behavioral sciences: 127.pp: 640-644. Available online at www.sciencedirect.com.


• Chalmeh, R.& Latifian, M. (1391). Meta-cognitive characteristics of the learning environment and academic achievement in students examine the mediating role of motivational beliefs, Journal of Applied Psychology .Vol.2.N. (23), pp:58-43.(In Persian).


• Eskandarian, S. (1390). The effect of cognitive and metacognitive strategies on learning and retention of girl students in primary school, Master's thesis, Faculty of Education and Psychology, University of Allameh Tabatabai. .(In Persian).


• Ghalavandi, H.&  Amani Begloo, J. Saleh Najafi, M. and Amani, H. (1392). Relationship between learning strategies and academic performance components. Journal modern teaching approaches, Faculty of Education and Psychology, University of Isfahan.vOL.8.N. (2), pp:72-55. .(In Persian).
  - Kareshki, H. (1381). The impact of metacognitive strategies training on students' comprehension. Journal of Psychology. Vol.1.N. (21),pp: 84-63


• Kazemi, H. Najaf-Abadi, M. (1391) Factors affecting the level of self-directed learning readiness of students of agriculture. Agricultural Research Thran. Journal of Agricultural Extension and Education. Vol.5.N. (4), pp:26-19..(InPersian).
  - Karami, A. (1384). Assessment of learning and study strategies and their relation with academic achievement. Journal of Psychology,Vol. 9 N.(4),pp:412-400..(InPersian).
  - Gordanshekan, M.& Yarmohammadian, M. H. Ajami, S. (1389). The Effect of Teaching Meta-cognition Brkhvdrahbry medical records students in Isfahan University of Medical Sciences.Iranian Journal of Medical Education. Vol.10.N. (2), pp:140-131.(In Persian).


• Safari, J. & Marzoghi, R. (1391) compare the extent of metacognitive awareness of junior high school students. New Journal of Educational Inovation. Vol.2.N. (42), pp:134-119. .(In Persian).


• Akbari Moghaddam,H & Akbari Moghaddam, H.(1394). Forecast high school math achievement of students in Rafsanjan based on the amount of learning strategies.National Conference on the Millennium and Human Sciences, Shiraz, June. (In Persian).


• Din,N.Haron,SH & Mohd Rashid,R.(2016). Can Self-directed Learning. Available online at. www.sciencedirect.com


• Ellis,A. Denton.D.& Bond,J.(2014).An analysis of research on metacognitive teaching strategis. 5^th world conference on Education sciences-WCES 2013.procedia-social and Behavioral sciences :116.pp:4015-4024. Available online at. www.sciencedirect.com.


• Erfani, A. (1390). Meta-analysis of learning strategies and academic achievement. Master's thesis. Azerbaijan Teachers' Training University.(In Persian).


• farokhi Noor, A. (1390). Effectiveness of cognitive and metacognitive strategies on students' comprehension Psrdvm tips Region 11 Education Tehran. Journal of Educational Psychology.Vol.6 N.(18), pp:152-129. .(In Persian).


• Fisher,M.King.J.Tagu,G.(2001).Development of a self-directed Learning readiness scale for nursing education.Nurse Educ Today;21(7),pp:516-525


• -Flavell,j.(1988). Cognative  evelopment(f,Maher,1377.translated).Tehran:publications roushed.( .(In Persian).


• gauge, N..All & Brlaynr, David, C.(1984). Educational Psychology (Translator by gholamreza khoeinejad. Translator),publication  Mashhad: Pazh.
  -Maroufi,y.& Kordnoqaby, R. Muchesh, thanks to God (1393). The effectiveness of cognitive and metacognitive strategies science class. Journal cognitive strategies in learning. Vol.2.N. (1),PP: 96-83. .(In Persian).
  - Masomi, R. (1393). Effect of self-directed learning and problem solving method on academic achievement evaluated sixth grade students. Master's thesis. Islamic Azad University of Shiraz. .(In Persian).


• Goose, M. (2002). Understanding metacognitive failure, Australia: School of Education, University of Queensland.


• Kesici, S. Baloglu, M.& Deniz, M. E. (2011). Self- regulated learning strategies in relation with statistic anxiety.Learning and Individual Differences:21(4),pp:472-477


• Melikian, f.& Narimani, M. Sahebjamee, S.(1389). The role of cognitive and metacognitive learning strategies in learners' achievement motivation ICT-based educational system. Journal of Science and Research in Education .Vol.2.N. (18),pp: 98-75. .(In Persian).


• Miraei Ashtiani, M. (1390). Efficacy of constructivism on math achievement of female students in fourth grade 4th District Tehran. Master's thesis. Islamic Azad University, Central Tehran Branch.(In Persian).


• Muelas.A.& Navarro.e.(2014). Learning strategies and Academic Achievement.Procedia-social and Behavioral sciences 165(2015),pp:217-221. Available online at www. Scirp.org/Journal/ce


• Nadi, M.A.& Sajadian.I .(1390). Validation of a Scale of readiness for self-directed learning for medical and dental students. Iranian .Journal of Medical Education, Vol.11.N. (12), pp:183-174. .(In Persian).


• O’shea. E.(2003). self-directed learning in nurse education : areview of the literature. Jadv nurs,43 (1),pp:62-70


• Pariss,S.G;Cross.D.R & Lipson, M.Y.(1996). Informed strategies for learning: A program to improve children readingwareness and comprehention. Journal of Educational Psychology:7,pp:1239-1252


• Pennequin, V. Sorel, O. Nanty, I. & Fontaine, R. (2010). Metacognition and low achievement in mathematics: The effect of training in the use of metacognitive skill to solve mathematical word problems. Thinking and Reasoning: 16(3),pp: 198- 220


• Portaheryan, Z.& Khosravi, M and Mohammadifar, A.(1391) role of metacognitive strategies reading and study habits in students' achievement motivation .Quartery of journal School psychologists .Vol.3.N. (1), pp:36-22. .(In Persian).


• Ronzano.J(2010).Effectiveness of metacognitive strategies for improving Reading comprehension in secondary Students, dissertation for the degree of doctor of education in the California state university.


• Safari, y. & M. Zadeh, H. PakNia, Leila and Mehran Nia, A.(1391). The effectiveness of meta-content software based on self-governance and elementary school students' academic progress.Quartery journal of new approaches in educational Administration.Islamic Azad University Marvdasht.Vol.4.N.(2),pp:64-51. .(In Persian).


• Said, N.&Mehrabi, M. (1392). The effectiveness of cognitive and metacognitive strategies to strengthen their strategies to prepare students self-learning and self-efficacy. Magazine Media .Vol.4 .N.(3).PP: 39-23. .(In Persian).


• Saif,A . (1392). Modern educational psychology. Publication doran: Tehran.(In Persian).


• Salsabyli,N.(1992).Research in self-direction and self-assessment. Journal of Education.38,pp:65-84 .[in persian]


• Sarmad, N.& bazargan, A and Hejaz, E. (1392) .Method research in the behavioral sciences. Tehran: puplication Agah. .(In Persian).


• Senyuva,E& Kaya,H.(2014).Effect self-directed learning readiness of nursing students of the web based learning. Procedia-social and Behavioral sciences: 154,pp: 386-392.Available online at. www.sciencedirect.com.


• shoarinejad, A. (1380). A new approach to psychology, psychology of learning or change behavior .Tehran: Chapbkhsh. .(In Persian).


• Slavin, R.E.( 2008).Educational Psychology: Theory and Practice(9^th ed). Boston: Allyn and Bacon.


• Soltani Arabshahi, S. K. & Naimi, L. (1391). check the status of self-learning in medical students. Journal of Medical Sciences. Vol.20.N. (113).pp: 69-46. .(In Persian).


• Tao,Y.Li,L.Xu,Q.& Jiang, A.(2015).Development of a nursing education program for improving Chinese undergreduats self-directed learning : A mixed-method study.Nurse Education Today :35.pp: 1119-1124


• Williamson.SN.(2009) Development of self-rating scal of self-directed  learning.Nurse  Res:14(2),pp:63-66.


• Yagane, E. (1389). The effect of gender on teaching cognitive and academic performance of secondary school students and high school mathematics. Master's thesis. Islamic Azad University, Dezful Branch. .(In Persian).


• Yaghobi, A.& Mohaghghi, H.; Jafari, M & Yari moghadam.N (1392 Metacognation in teaching –Learning process.  Journal of New Thoughts on Education. University, Faculty of Education and Psychology Alzahra.Vol. 9 .N.(1), pp:179-156.(In Persian).


• Yang, C.(2005). Learning strategy use of Chinese phd students of social in Astralian universities [phd the sis] Australia: Griffith university.


• Yousef Zadeh, M.&Gordan shekan,M. (1391). Metacognitive skills education impact on the efficacy of high school female students. Journal of School Psychology. Vol.1.N. (23),pp: 133-118. .(In Persian).


• Zhussupova,R. Kazbekova,M .(2016). Metacognitive strategies as points inteaching readingcomprehension. Procedia - Social and Behavioral Sciences, 228,PP: 593 – 600. Available online at www.sciencedirect.com


• Zimmerman,BJ.Sehunk,DH.(2001).Self-Regulated learning and Academic         Achievement.Thoretical perspectives.Mahvah.NJ: Erlbaum.PP:54-68


• Environment Improve Quality of Life?, Procedia - Social and Behavioral Sciences, 222 ,PP: 219 – 227. Available online at www.sciencedirect.com