اثربخشی آموزش معکوس بر تاب‌آوری تحصیلی دانش‌آموزان
محورهای موضوعی : پژوهش در برنامه ریزی درسی
پروانه عمرانی
1
(دانشجوی دوره دکتری رشته برنامه‌ریزی درسی، دانشگاه آزاد اسلامی، واحد تهران شمال، تهران، ایران.)
فرشته افکاری
2
(استادیار گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه آزاد اسلامی، واحد تهران شمال، تهران، ایران.)
مصطفی قادری
3
(دانشیار گروه برنامه‌ریزی درسی، دانشکده روان‌شناسی و علوم تربیتی، دانشگاه علامه طباطبایی، تهران، ایران.)
کلید واژه: تاب‌آوری تحصیلی, کلاس معکوس, آموزش معکوس, تدریس معکوس, یادگیری معکوس,
چکیده مقاله :
هدف این پژوهش، تبیین اثربخشی آموزش معکوس بر تاب‌آوری تحصیلی دانش‌آموزان دختر پایة یازدهم در درس انسان و محیط‌زیست در سال تحصیلی 98-99 بود. این پژوهش از نوع شبه‌آزمایشی و از نظر هدف کاربردی است. همة دانش‌آموزان مشغول به تحصیل در پایة یازدهم شهر ری به‌عنوان جامعۀ آماری پژوهش در نظر گرفته شدند. ابتدا یکی از مدارس ناحیه دو شهر ری به روش نمونه‌گیری در دسترس انتخاب و 60 نفر از دانش‌آموزان پایه یازدهم به روش تصادفی ساده در دو کلاس 30 نفری به‌عنوان گروه آزمایش و گروه کنترل جایگزین شدند. به‌منظور جمع‌آوری دادهها از پرسشنامه استاندارد ساموئلز (2004) که توسط سلطانی‌نژاد و همکاران در سال 1392 هنجاریابی شد به‌عنوان پیش‌آزمون و پس‌آزمون استفاده گردید. پس از تأیید روایی صوری و محتوایی ابزار توسط اساتید حوزه علوم تربیتی، پایایی آن از طریق ضریب آلفای کرونباخ 81/0 محاسبه گردید. به‌منظور تجزیه‌وتحلیل دادهها از آمار توصیفی همچون شاخص‌های گرایش مرکز و شاخص‌های پراکندگی و آمار استنباطی آزمون لوین برای بررسی مفروضه همسانی واریانس‌ها و تحلیل کوواریانس چند متغیره (آزمون مانکوا) و تک‌متغیره و آزمون اتا با بهره‌گیری از نرم‌افزارهای Spss24 استفاده شده است. نتایج تحقیق نشان داد که آموزش معکوس بر تاب‌آوری تحصیلی دانش‌آموزان تأثیر بسزایی دارد، به‌طوری‌که 56/0 تاب‌آوری تحصیلی دانش‌آموزان دختر پایۀ یازدهم در درس انسان و محیط‌زیست را ارتقاء می‌بخشد. درنهایت، پیشنهاد می‌گردد که مدیران مدارس زمینۀ مشارکت معلمان در کارگاه‌های راهبردهای نوین تدریس را فراهم نمایند تا معلمان بتوانند از رویکردهای نوین تدریس ازجمله آموزش معکوس در کلاس‌های درس بهره‌مند گردند.
This study aimed to evaluate the effectiveness of the flipped teaching method on the academic resilience of students in the lesson of humankind and the environment in the academic year of 2019-2020. This research is quasi-experimental and applied in terms of purpose. The statistical population of the study included female high school students in District 2 of Shahr-e-Rey. First, one of the schools in the district 2 of Rey was selected by available sampling method and 60 high schools 11th-grade students were replaced by simple random sampling in two classes of 30 people as the experimental group and the other as the control group. To collect data, the standard questionnaire of Samuels (2004), which was standardized by SoltaniNejad and his colleagues in 2012, was used as a pre-test and post-test. After confirming the face and content validity of the instrument by professors in the field of educational sciences, its reliability was calculated through Cronbach's alpha coefficient of 0.81. To analyze the data, descriptive statistics such as center orientation indices and dispersion indices and inferential statistics of the Levin test were used to investigate the assumption of variance homogeneity and multivariate analysis of covariance and univariate and ETA test using Spss24 software. The results showed that flipped teaching has a positive effect improves the academic resilience of 11th-grade female students. Finally, it is suggested that principals facilitate teachers' participation in workshops on new teaching strategies so that teachers can benefit from new teaching approaches, including filliped teaching in the classroom.
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