اثر بخشی یادگیری مشارکتی بر عملکرد تحصیلی و نگرش دانش‌آموزان بر اساس الگوی جورچین
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فاطمه خالوندی
1
(
دانشگاه تربیت دبیر شهید رجایی
)
مریم بذرافشان
2
(
کارشناسی ارشد برنامه ریزی درسی دانشگاه تهران،ایران
)
کلید واژه: عملکرد تحصیلی, یادگیری مشارکتی, نگرش, الگوی جور چین,
چکیده مقاله :
پژوهش حاضر به منظور بررسی اثربخشی روش یادگیری مشارکتی بر عملکرد تحصیلی و نگرش دانش‌آموزان به درس عربی بر اساس الگوی جور چین در پایه اول دبیرستان انجام شد. روش پژوهش از نوع شبه آزمایشی بوده و از طرح پیش آزمون و پس آزمون با گروه کنترل استفاده گردید. نمونه آماری 24 نفر از دانش‌آموزان دختر سال اول دبیرستان ناحیه دو شهرستان بهارستان بودند، که به صورت نمونه‌گیری خوشه‌ای و انتساب تصادفی به دو گروه آزمایشی و کنترل به صورت گروه‌های همتا شده انتخاب شدند. جهت جمع‌آوری داده‌ها از دو پرسشنامه محقق ساخته نگرش سنج و آزمون پیشرفت تحصیلی استفاده شد. ضریب پایایی کل برای پرسشنامه پیشرفت تحصیلی به روش دو نیمه کردن آزمون، 78/0 است و آلفای کرونباخ به دست آمده برای پرسشنامه نگرش سنج نوع لیکرت 86/0 است. نتایج تحلیل کوواریانس نشان داد که آموزش مبتنی بر یادگیری مشارکتی بر اساس از الگوی جور چین به طور معناداری عملکرد تحصیلی و نگرش دانش آموزان به درس عربی را افزایش داد. در نهایت، اثربخشی برنامه آموزش یادگیری مشارکتی بر عملکرد تحصیلی و نگرش دانش‌آموزان به درس عربی بر اساس الگوی جور چین مورد بحث قرار گرفت
The recent research was done to consider the effect of the cooperative learning method on the students’ educational performance and attitude in Arabic language on the basis of the Jigsaw puzzle pattern in the first grade of high school. The research method was quasi- experimental and a pre-test and post-test were used for the control group. The statistical population was 24 female students in the first grade of Baharestan high school (region two). They were divided into two experimental and control groups in peer groups by cluster sampling and random assignment. To collect data, it was used two researcher- made questionnaires attitude and academic achievement tests. By using split half method, the general reliability coefficient was 0.78 for the academic achievement questionnaire and Cronbach's alpha was 0.86 for the Linkert- type attitude questionnaire. The results of covariance analysis showed the education on the basis of cooperative learning and Jigsaw puzzle pattern meaningfully increased the student’s educational performance and attitude in Arabic language. Finally, the effect of the educational plan of the cooperative learning was discussed on the student’s educational performance and attitude in Arabic language on the basis of Jigsaw puzzle pattern.
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