تأثیر روش استاد- شاگردی مبتنی برآموزش چند رسانه ای بر مقدار انگیزش و پیشرفت تحصیلی
محورهای موضوعی : آموزش و پرورش
سیدرسول عمادی
1
(عضو هیئت علمی و استادیارگروه علوم تربیتی، دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.)
سمیه یکتا
2
(کارشناس ارشد تکنولوژی آموزشی،گروه علوم تربیتی،دانشکده ادبیات و علوم انسانی، دانشگاه بوعلی سینا، همدان، ایران.)
کلید واژه: پیشرفت تحصیلی, انگیزش تحصیلی, روش استاد- شاگردی, چندرسانه ای آموزشی,
چکیده مقاله :
این پژوهش بمنظور شناسایی تأثیر روش استاد- شاگردی مبتنی بر آموزش چندرسانه ای در مقدار انگیزش و پیشرفت تحصیلی، در درس تأسیسات حرارتی دانش آموزان، انجام شده است. روش پژوهش، روش شبه آزمایشی بود. جامعه آماری شامل تمامی دانش آموزان سال سوم کاردانش، در ناحیه دو شهر همدان، به تعداد600 نفر بود که با روش نمونه گیری هدف‌دار،20 نفر از دانش آموزان سال سوم در درس تأسیسات حرارتی به عنوان نمونه انتخاب شدند. دانش آموزان به دو گروه گواه و آزمایش تقسیم بندی شدند. جهت گرد آوری داده ها از پرسشنامه استاندارد انگیزش تحصیلی هارتر با 33 پرسش و آزمون پیشرفت تحصیلی محقق ساخته، شامل دو بخش آزمون های عینی چهار پاسخی و آزمون های تشریحی استفاده شد. روایی آزمون‌های محقق ساخته، از راه روایی محتوا و پایایی آن برای پرسش های تستی با استفاده از آلفای کرونباخ و برای پرسش های تشریحی از پایایی مصححان استفاده شد. هم‌چنین، برای همتاسازی دانش آموزان و تشکیل گروههای آزمایش و گواه، از آزمون هوش کتل (فرمB) نیز در کنار پیش آزمون های انگیزش تحصیلی و پیشرفت تحصیلی، استفاده شد. تجزیه و تحلیل داده ها، در دو سطح آمار توصیفی و استنباطی (بررسی برابری واریانس های جامعه، بررسی نرمال بودن، بررسی وجود ارتباط خطی و آزمون تحلیل کواریانس، آزمون t وابسته) انجام گرفت. یافته های پژوهش نشان داد در متغیر انگیزش تحصیلی، در دو گروه آزمایش و گواه، تفاوتی معنادار وجود نداشت، ولی در متغیر پیشرفت تحصیلی در دو گروه آزمایش و گواه، تفاوتی معنادار مشاهده شد، لذا فرضیه تأثیر روش استاد- شاگردی مبتنی بر آموزش چندرسانه‌ای در میزان پیشرفت تحصیلی دانش آموزان تأیید شد.
The present study was aimed to identify the effect of Apprenticeship method based on the multimedia instruction on the motivation and academic achievement of students in Thermal Installations course. The method of this research was quasi-experimental. The study population consistedallthird-year studentsof the vocational, (the numberwas600) in thecityof Hamedan. The sample of 20 male students in Thermal Installations course was selected with the targeted sampling method from the population of all students in the third grade of vocational branch in Hamedan in 2014-2015 academic year. The students were divided into two groups, the control group and the experimental group. In order to collect the data, Harter’s standard questionnaire of academic motivation including 33 items and the teacher-made test of academic achievement including two parts, i.e., multiple choice objective test and open-ended reasoning test, were used. The validity of the teacher-made tests was confirmed by the content validity. The reliability calculated for the multiple choice items through Cronbach's Alpha. The reliability calculated for the open-ended items through the scorer’s reliability. In addition, Cattle's Intelligence Test (form B) was also used along with the questionnaires of academic motivation and academic achievement in order to match students and to form the experimental and control groups. The data analysis was done through descriptive statistics and inferential statistics. The findings of this study showed that there was no significant difference between the experimental and control groups with regard to the academic motivation. But there was a significant difference between the experimental and control groups with regard to the academic achievement. Thus, the hypothesis of the effect of Apprenticeship method based on multimedia instruction on the academic achievement of students was confirmed.
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