رابطه بین ابعاد استاد اثربخش از دیدگاه دانشجویان با سبک‌های یادگیری آنها
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فاطمه اکبری منجرموئی
1
(1دانش آموخته کارشناسی ارشد برنامه ریزی آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران)
نرگس کشتی آرای
2
(2استادیار گروه علوم تربیتی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران)
کلید واژه: سبک‌های یادگیری, مدیریت کلاس, فرایند تدریس, ویژگی‌های شخصیتی, استاد اثربخش,
چکیده مقاله :
پژوهش حاضر با هدف بررسی رابطه ابعاد استاد اثربخش از دیدگاه دانشجویان با سبک‌های یادگیری دانشجویان کارشناسی ارشد دانشگاه آزاد اسلامی خوراسگان در سال تحصیلی 92-91 به روش توصیفی ـ تبیینی انجام گرفت. حجم جامعه مشتمل بر 3548 نفر دانشجویان کارشناسی ارشد بودند که با استفاده از جدول مورگان 346 نفر آنها با استفاده از روش نمونه‌گیری تصادفی طبقه‌ای انتخاب شدند. ابزار جمع‌آوری اطلاعات پرسشنامه محقق ساخته ابعاد استاد اثربخش در چهار حیطه (ویژگی‌های شخصیتی، مدیریت کلاس درس، فرایند تدریس، ویژگی‌های دموگرافیک) با 89 گویه و پرسشنامه سبک‌های یادگیری کلب شامل 12 سؤال بود. برای تعیین روایی پرسشنامه ابعاد استاد اثر بخش از روایی صوری و محتوایی و برای برآورد پایایی پرسشنامه از ضریب آلفای کرونباخ استفاده شد که پایایی آن 96/0 محاسبه شد. پایایی پرسشنامه سبک‌های یادگیری کلب 79/0 محاسبه شده است. تجزیه و تحلیل داده‌های پژوهش در دو سطح آمار توصیفی و استنباطی انجام گرفت. نتایج حاصل از تجزیه و تحلیل داده‌ها نشان داد که ویژگی‌های شخصیتی استاد، ویژگی‌های مدیریت کلاس درس استاد و ویژگی‌های فرایند تدریس با نوع سبک‌های یادگیری دانشجویان ارتباط دارد. ولی، بین ویژگی‌های دموگرافیک استاد با سبک‌های یادگیری دانشجویان ارتباط معنادار آماری وجود ندارد. همچنین، بین ویژگی‌های استاد اثربخش با سبک‌های یادگیری دانشجویان ارتباط معنادار آماری دیده شد. علاوه بر آن، نتایج بیانگر آن بود که بین سبک‌های یادگیری دانشجویان و ویژگی‌های استاد اثربخش به تفکیک جنس و دانشکده از لحاظ آماری تفاوتی وجود ندارد.
The present study aimed to investigate the relationship between the dimensions of an effective professor, from the students' viewpoints, and learning styles of post-graduate students of Islamic Azad University, Khorasgan, in academic year 1391-92.Descriptive-explanatory method was applied in this research. The population included 3548 post graduate students 350 of whom were selected by Morgan Table and stratified random sampling method. Data collecting tool included a researcher-made questionnaire, focusing on the dimensions of an effective professor in four areas (personality characteristics, classroom management, teaching process, demographic features) with 89 items, and Kolb questionnaire of learning styles which included 12 questions. For validity confirmation of the questionnaire of the dimensions of an effective professor, content and face validity were used for reliability, Cronbach Alpha Coefficient was applied (0.96). The reliability of Kolb questionnaire of learning styles was calculated as 0.79. Data were, then, analyzed on two descriptive an inferential statistics levels. The results indicated that teacher's personality characteristics, classroom management, and teaching process were related to the students' learning styles. However, no significant statistical relationship was observed between demographic features of the professor and learning styles of the students. That is to say that the characteristics of an effective professor and learning styles of the students were significantly related. The results also indicated that there was no statistical difference between learning styles of the students and the characteristics of an effective professor according to the gender and faculty.
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