بررسی تأثیر سبک‌های آموزش (مداخله‌ای، تعاملی، غیر مداخله‌ای)برمیزان خودکارآمدی دانش‌آموزان دختر پایه دوم متوسطه در سا ل تحصیلی91 ـ
الموضوعات : پژوهش در برنامه ریزی درسی
اعظم معتمدی
1
(1کارشناس ارشد برنامه ریزی درسی)
محمد رضا یوسف زاده
2
(2دانشیار و عضو هیأت علمی دانشگاه بو علی سینا، همدان، ایران)
الکلمات المفتاحية: سبک غیر مداخله‌ای, خود کارآمدی, سبک تعاملی, سبک مداخله‌ای, دوره متوسطه,
ملخص المقالة :
هدف این پژوهش بررسی تأثیرسبک‌های مختلف آموزش (مداخله‌ای، تعاملی،غیر مداخله‌ای) برمیزان خودکارآمدی دانش‌آموزان دختر پایه دوم متوسطه در درس فیزیک 2 است. روش تحقیق نیمه آزمایشی با طرح (پیش آزمون ـ پس آزمون با گروه کنترل) است. جامعه آماری متشکل از کلیه دانش‌آموزان دختر سال دوم رشته ریاضی فیزیک دوره متوسطه است که تعداد کل آنها420 نفر است. نمونه آماری این پژوهش 60 نفر است که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای از جامعه آماری مورد نظر انتخاب شدند. ابزار مورد استفاده پرسشنامه استاندارد سنجش خودکارآمدی شرر و همکاران است. روایی این پرسشنامه در پژوهش‌های قبلی درحد قابل قبول گزارش شده بود. دراین پژوهش نیز برای سنجش پایایی از روش آلفای کرونباخ استفاده شد و میزان آن78/0 محاسبه گردید. روش تجزیه و تحلیل آماری دراین پژوهش عبارت است از شاخص‌های آمار توصیفی و آزمون آمار استنباطی تحلیل واریانس یک طرفه وآزمون تعقیبیLSD است. یافته‌های پژوهش نشان دادکه به طور کلی بین میزان خودکارآمدی دانش‌آموزان گروه‌های آزمایش و گواه تفاوت معناداری وجود دارد (002/0= P و 441/5= (56 و 3(F و خودکارآمدی دانش‌آموزان از طریق سبک‌های آموزش تعاملی و مداخله‌ای افزایش یافته است. به علاوه سبک‌های مختلف آموزش اثرات متفاوتی بر مؤلفه‌های خودکارآمدی شامل تمرکز بر هدف، تعمق در هدف، انگیزش درونی، توانایی حل مسأله و خود ارزشیابی دانش‌آموزان داشته است.
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