کارپوشه الکترونیکی: ابزاری برای بهبود باورهای انگیزشی دانشجویان

محورهای موضوعی : مدیریت آموزشی

علی دانا ¹ , نسرین ترک ² , عیسی رضایی ³

1 - دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران
2 - دانشجوی کارشناسی ارشد روانشناسی تربیتی، دانشگاه الزهرا، تهران، ایران
3 - دانشجوی دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران

تاریخ دریافت : 1393/09/10 تاریخ پذیرش : 1394/07/12 تاریخ انتشار : 1394/08/10

کلید واژه: آموزش, سنجش, کارپوشه الکترونیکی, باورهای انگیزشی,

چکیده مقاله :

پژوهش حاضر، با هدف بررسی تأثیر به‌کارگیری کارپوشه الکترونیکی بر راهبردهای انگیزشی دانشجویان انجام شد. روش پژوهش از نوع نیمه‌آزمایشی با طرح پیش‌آزمون ـ پس‌آزمون با گروه کنترل بود. جامعه آماری پژوهش را کلیه دانشجویان دانشکده علوم تربیتی و روان‌شناسی دانشگاه علامه‌طباطبایی که در سال تحصیلی 93-1392 مشغول به تحصیل بودند، تشکیل می‌دادند. نمونه پژوهش شامل دو کلاس از مقطع کارشناسی‌ارشد بود که به صورت در دسترس انتخاب گردیدند. تعداد دانشجویان هر کلاس، 18 نفر و کل تعداد نمونه 36 نفر بودند که به صورت تصادفی به دو گروه آزمایش و کنترل تقسیم شدند. در ابتدای ترم از هردو گروه در شرایطی یکسان پیش‌آزمون به عمل آمد. سپس، گروه آزمایش به مدت یک ترم در معرض سنجش به شیوه‌ کارپوشه الکترونیکی قرار گرفت و در پایان ترم جهت بررسی تغییرات، پس‌آزمون بر هر دو گروه اجرا گردید. برای تحلیل داده‌های به‌دست‌آمده، از روش تحلیل کوواریانس استفاده گردید. یافته‌ها نشان داد که باورهای انگیزشی گروه آزمایش در مقایسه با گروه کنترل به‌طور معناداری افزایش یافته است. بنابراین، می‌توان نتیجه گرفت که کارپوشه الکترونیکی یکی از ابزارهای سنجش و آموزش می‌باشد که موجب بهبود باورهای انگیزشی دانشجویان می‌شود.

چکیده انگلیسی:

The present research was done on the purpose of examination of the impact of electronic portfolio on student's motivational beliefs. The research method was quasi-experimental with pretest-posttest design with the control group. Statistics population of the research was comprised of all students of faculty of education and psychology of Allameh Tabatabaei University in the academic year of 2013-2014. Research sample was comprised of two masters’ classes which were chosen by available method. The number of each class was 18 students and all the samples were 36 students that were randomly divided into two experimental and control groups. At the beginning of the term both groups were taken a pretest in a same circumstance. Then after the experimental group was assessed by electronic portfolio exposed for one term, at the end of the term in order to examine the changes a posttest was taken from both groups. In order to analysis the data the analysis covariance method were used. The results showed that motivational beliefs of the experimental group has increased significantly compared to the to the control group. So, it could be concluded that the electronic portfolio is one of the assessment and instruction tools that afford improving student's motivational beliefs.

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