شیوه‌های ارزشیابی یادگیرندگان در آموزش الکترونیکی و پیامد آن بر اهمال کاری تحصیلی
محورهای موضوعی : آموزش مجازیوجیهه کریمی 1 , نسیم امینی مصطفی آبادی 2
1 - استادیار گروه علوم‌تربیتی ، دانشکده روانشناسی و علوم تربیتی، دانشگاه پیام نور، تهران، ایران
2 - علوم تربیتی ، برنامه‌ریزی درسی، دانشگاه پیام نور، زرین شهر، ایران
کلید واژه: آموزش الکترونیکی, اهمالکاری تحصیلی, ارزشیابی تحصیلی,
چکیده مقاله :
پژوهش حاضر با هدف بررسی شیوه‌های ارزشیابی یادگیرندگان در آموزش الکترونیکی و پیامد آن بر اهمالکاری تحصیلی انجام شده است. پژوهش از لحاظ هدف کاربردی و از نظر رویکردی کمی بود. جامعه آماری مشتمل بر کلیه 463 دانش آموز دوره دوم ابتدایی شهرستان سورشجان در سال تحصیلی 1400-1399 بوده که از بین آنها 210 نفر با روش نمونه‌گیری خوشه‌ای چند مرحله‌ای انتخاب شدند. ابزار گردآوری اطلاعات پرسشنامه سولومون و راثبلوم (1984) بود که آلفای کرونباخ آن 73/0 بدست آمد. شیوه های اجراشده ارزشیابی یادگیرندگان منطبق با دیدگاه کولار و فیچر Kollar&Fischer, 2020) ) شامل شش روش بود. تجزیه و تحلیل داده‌ها با استفاده از تحلیل واریانس و آزمون بونفرونی در نرم افزار Spss23 در دو سطح توصیفی و استنباطی انجام گرفت. نتایج حاکی از آن بود که بین نمرات اهمالکاری در همه شیوه‌های ارزشیابی الکترونیکی تفاوت وجود دارد و این تفاوت باتوجه به سطح معناداری 05/0< p، در مورد همه شیوه‌های ارزشیابی الکترونیکی معنادار است. همچنین بالاترین تفاوت میانگین‌ها بین ارزشیابی‌های فرایند مدار با ارزشیابی‌های نتیجه مدار بود. بالاترین میانگین اهمالکاری(03/74 ) در رابطه با روش آزمون‌های عینی و پایین ترین میانگین در رابطه با شیوه کارپوشه الکترونیکی بدست آمد.
The aim of this study was to investigate the effect of E-learning evaluation methods on academic procrastination in the second elementary students. The research was Applied research in terms of purpose and quantitative in terms of approach. The statistical population included all 463 students of the second elementary school of Sourshajan city in the academic year 2021-2022. Sample were selected by multi-stage cluster sampling. The data collection tool was Solomon and Rothblum questionnaire (1984). Cronbach's alpha Obtained 0.73. The methods of academic evaluation implemented in accordance with the view of Kolar and Ficher (Kollar & Fischer., 2020) included six methods. Data analysis was performed at both descriptive and inferential levels using analysis of variance and Bonferroni test using Spss23 software. The results showed that: There is a difference between procrastination scores in all electronic evaluation methods. This difference was significant at the 0.05 level for all electronic evaluation methods. Also, the highest difference between the means was between process-oriented evaluations and outcome-oriented evaluations. The highest average of procrastination (74.03) was obtained in relation to the objective test method and the lowest average was obtained in relation to the electronic portfolio method.
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