تأثیر زمان پخش فیلم آموزشی بر میزان یادگیری و یادداری دانش‌آموزان دختر راهنمایی
محورهای موضوعی : روانشناسی تربیتی
نرگس یوسفی‌کنجدر
1
(
کارشناس‌ارشد رشته تکنولوژی آموزشی، دانشگاه اراک، اراک، ایران
)
سعید موسوی‌پور
2
(
استادیار، دکترای تخصصی روانشناسی، گروه روانشناسی و علوم‌تربیتی، دانشگاه اراک، اراک، ایران
)
کلید واژه: یادگیری, یادداری, زمان پخش فیلم آموزشی, فیلم آموزشی,
چکیده مقاله :
هدف پژوهش حاضر بررسی تأثیر زمان پخش فیلم آموزشی بر میزان یادگیری و یادداری دانش‌آموزان دختر سال سوم راهنمایی شهرستان ملایر بوده است. روش تحقیق در این مطالعه نیمه تجربی و طرح مورد استفاده پیش‌آزمون، پس‌آزمون با گروه گواه بوده است. جامعۀ آماری شامل کلیۀ دانش‌آموزان سوم راهنمایی مدارس دولتی دخترانۀ شهرستان ملایر و نمونه شامل 110 نفر بودند که به طور تصادفی انتخاب و در چهار گروه نمایش فیلم آموزشی قبل (27نفر)، ضمن (26نفر)، بعد (26نفر) از تدریس و گروه گواه (31 نفر) تقسیم شدند. از بخش‌های کتاب جغرافیا بخش‌های دوم و سوم انتخاب شد. یادگیری و یادداری با استفاده از پیش آزمون، پس آزمون و آزمون یادداری هم ارز بر مبنای محتوای فیلم، مورد سنجش قرار گرفت. قبل از شروع مداخله از هر چهار گروه پیش آزمون به عمل آمد و پس از پایان 10 جلسه، پس‌آزمون و بعد از 2 هفته آزمون یادداری انجام شد. داده ها با روش‌های آمار توصیفی(میانگین، انحراف استاندارد) و استنباطی(مدل‌های خطی تعمیم یافته، آزمون‌های مقایسه ها ی چندگانه، آنوا و مانوا) تجزیه و تحلیل شد. با توجه به سطح معنی‌داری نتایج فرضیات (5/0p>) نتایج نشان داد که به کار گیری رسانه ایی مانند فیلم آموزشی در ضمن تدریس برمیزان یادگیری و یادداری دانش‌آموزان تأثیر بیشتری دارد.
The aim of this study was to investigate the effect of the effect of educational films Showtime on 3rd grad secondary school female students learns and retention in Malayer. Our research design was quasi-experimental with pre-test, post-test, and control group. 110 students were randomly chosen and assigned to four groups, three experimental and one control group. The first experimental group (27) saw the film before teaching, the second experimental group (26) while teaching, and the third group (26) after teaching. The control group included 31 students who did not watch any film. Sections 2 and 3 of the geography book were chosen. The instruments used in this study were two equivalent pre-test and posttest on film content which contained 32 questions in 5 sections. At the beginning, pretests were given to all groups. At the end of the training, they took the posttest and 2 weeks later, they took the retention test. The results were analyzed using Generalized Linear Models, multiple comparison tests in dependent t-test, ANOVA and MANOVA. Considering the significant level (p>0/5). The results showed that using educational films while teaching had more impact on the learning and retention of the students
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