ارائه مدلی جهت تعیین رابطه بین برنامه درسی پاسخگو و ارزشیابی کلاسی ادراک شده مبتنی بر میانجی‌گری درگیری تحصیلی
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فرهاد شفیع پور مطلق
1
(دانشگاه آزاد اسلامی واحد محلات)
مهدی راستی بزرگی
2
(آموزش و پرورش بزرک)
کلید واژه: برنامه درسی پاسخگو, ارزشیابی ادراک شده (تبحر محور و عملکرد محور), درگیری تحصیلی,
چکیده مقاله :
هدف پژوهش حاضر، تعیین رابطه بین برنامه درسی پاسخگو و ارزشیابی کلاسی ادراک شده مبتنی بر میانجی‌گری درگیری تحصیلی بوده است. روش تحقیق حاضر، توصیفی از نوع همبستگی بوده است. جامعه آماری این پژوهش را کلیه دانش‌آموزان مدارس متوسطه هوشمند شهر اصفهان در سال تحصیلی 1391-1390 ( تعداد 11368 نفر) تشکیل داده‌اند. روش نمونه‌گیری، خوشه‌ای چند مرحله‌ای تصادفی بوده که نهایتاً تعداد 372 نفر از دانش‌آموزان مدارس هوشمند، بر اساس فرمول نمونه‌گیری کوکران برای تحقیق انتخاب می‌شوند. برای جمع‌آوری اطلاعات از دو روش کتابخانه‌ای و میدانی استفاده شده است. ابزار تحقیق سه پرسشنامه محقق ساخته است: 1- پرسشنامه محقق ساخته برنامه درسی پاسخگو (شناختی، عاطفی، و روانی ـ حرکتی) (1391)، ( )86/0(p= 2- پرسشنامه محقق ساخته درگیری تحصیلی (1391)، ( 92/0=p ) و 3- پرسشنامه محقق ساخته ارزشیابی کلاسی ادراک شده است (1391)، ( 89/0=p ) که بر حسب 5 درجه‌ای لیکرت تنظیم و درجه بندی می‌شوند. برای تأمین روایی پرسشنامه‌ها به لحاظ محتوا از نظر متخصصان استفاده شده است. از نرم افزار SPSS نسخه 18 و نرم افزار لیزرل، از آزمون‌های همبستگی، رگرسیون چندگانه گام به گام و مدل معادله ساختاری برای تجزیه و تحلیل اطلاعات استفاده به عمل آمده است. به طور کلی نتایج پژوهش نشان داد، بین برنامه درسی پاسخگو در ابعاد سه گانه (شناختی، عاطفی، و روانی ـ حرکتی) با ارزشیابی ادراک شده (تبحر محور و عملکرد محور)، رابطه معناداری وجود دارد. نیز یافته‌های پژوهش نشان داد، اثرات غیر مستقیم برنامه درسی پاسخگو در بُعد شناختی (018/0)، برنامه درسی پاسخگو در بُعد عاطفی (023/0)، برنامه درسی پاسخگو در بُعد روانی ـ حرکتی (027/0) بوده است. همچنین نتایج نشان داد، مدل مورد مطالعه از برازش نسبتاً مطلوبی برخوردار بوده است.
The purpose of the recent research was to determine the relationship between Responded educational planning and perceived evaluation of class on the basis of mediation of academic involvement. The method of the recent research was descriptive and its kind was correlational. The statistical population included of all of the students of smart secondary schools in Isfahan in 2011-2012 (11368 people). The method of sampling was multi- random cluster (372) that finally 372 students were selected on the basis of Cochran sampling formula. To collect data, desk research method and field survey were used. The research tools were three research- made questionnaires: 1. the research made questionnaire of the responded educational planning (cognitive, emotional, psycho-motor) (2011), (α= 0.86), 2. The research questionnaire of academic involvement, (2011), (p= 0.89), and 3. The research -made questionnaire of perceived evaluation of class, (2011, ( p= 0.89). They are classified on the basis of Likert degree 5. To provide the questionnaire validity in regard to the content, the experts’ opinions were used. To analyze data, the SPSS software, Version 18, and Lisrel software, the correlational tests, multi-step by step Regression, and structural equation modeling were used. Generally results of the research revealed that there was a meaningful relationship between responded curriculum planning (cognitive, emotional, psycho-motor) and perceived evaluation (skill- center, and performance- center). Also the results of the research showed that the indirect effect of the responded curriculum planning was (0/018) in cognitive dimension, (0/023) in the emotional dimension, (0/027) in the psycho- motor dimension. Also results showed the study model has good fitness.
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