مقایسه عملکرد تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان دوزبانه و تک زبانه دوره ابتدایی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
الهام حاتم زاده عربی
1
(1کارشناس ارشد برنامه ریزی آموزشی)
صمد ایزدی
2
(2دانشیار گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران)
سهیلا هاشمی
3
(3استادیار گروه علوم تربیتی، دانشگاه مازندران، مازندران، ایران)
کلید واژه: خودکارآمدی تحصیلی, دوزبانه, دانش‌آموزان دوره ابتدایی, عملکرد تحصیلی, تک زبانه,
چکیده مقاله :
تحقیق حاضر به مقایسه عملکرد تحصیلی و خودکارآمدی تحصیلی دانش‌آموزان دختر و پسر دوزبانه و تک زبانه دوره ابتدایی پرداخته است. این تحقیق توصیفی از نوع پیمایشی بوده است. جامعه آماری این تحقیق را دانش آموزان پایه چهارم و پنجم ابتدایی دخترانه و پسرانه مجتمع آموزشی معرفت شهرستان بابلسر به تعداد 152 نفر تشکیل می‌دهند. حجم نمونه پژوهش برابر با جامعه آماری است. جهت جمع‌آوری اطلاعات از پرسشنامه عملکرد تحصیلی درتاج (2004) و پرسشنامه خودکارآمدی تحصیلی جینک و مورگان استفاده شده است. نتایج حاصل از داده‌های پرسشنامه ها نشان می‌دهد که از بین عوامل عملکرد تحصیلی تنها در عامل برنامه ریزی، تفاوت معناداری بین دانش‌آموزان دختر دوزبانه و تک زبانه وجود دارد؛ و در بین عوامل خودکارآمدی تحصیلی در عامل استعداد تحصیلی، بین دانش‌آموزان دختر دوزبانه و تک زبانه تفاوت معنادار است.
The present research has been an attempt to compare academic performance and academic self-efficacy of bilingual and monolingual elementary school students the target population comprised 152 male and female 4th and 5th grade students studying at Marefat School in Babolsar. The sample size was equal to the population, and the data was gathered through Dortaj's (2004) academic performance questionnaire, and Morgan-Jink's student efficacy scale (1999). Cranach's alpha was calculated for the two instruments as 0.75 and 0.70 respectively. Data analysis in descriptive statistics included bar chart, frequency percentage, frequency charts and in inference statistics one-sample Kolmogrov Smirnov test, Mann-Whitney U test, and T-test. The results revealed that among academic performance elements, there has been a significant difference only in the planning component. And also among academic self-efficacy, between female bilingual and monolingual students there was a significant difference in the academic talent factor..
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