تاثیر ارزشیابی توصیفی برپیشرفت تحصیلی و سلامت روان دانش آموزان پسرپایه چهارم ابتدایی

محورهای موضوعی : آموزش و پرورش

فائزه ناطقی ¹ (دانشیار دانشگاه آزاد اسلامی واحد اراک)
محمد سیفی ² (استادیار دانشگاه آزاد اسلامی واحد اراک)
نفیسه فیجانی ³ (کارشناسی ارشد فلسفه تعلیم و تربیت)

تاریخ دریافت : 1394/09/08 تاریخ پذیرش : 1394/09/08 تاریخ انتشار : 1391/10/01

کلید واژه: سلامت روان, پیشرفت تحصیلی, ارزشیابی, ارزشیابی توصیفی,

چکیده مقاله :

هدف از این پژوهش، بررسی اثربخشی طرح ارزشیابی توصیفی در رابطه با پیشرفت تحصیلی و سلامت روان دانش‌آموزان پسر پایه چهارم ابتدایی شهر اراک در سال تحصیلی 90-89 بوده است. روش پژوهش، توصیفی و از نوع علی مقایسه‌ای است. در این پژوهش، ۶۰ نفر دانش‌آموز پسر پایه چهارم ابتدایی مشمول طرح ارزشیابی توصیفی شهر اراک به عنوان گروه آزمایش و ۶۰ نفر دانش‌آموز پایه چهارم مدرسه‌ای هم‌سطح مدرسه مشمول طرح به عنوان گروه گواه انتخاب شدند. ابزارهای اندازه‌گیری مورد استفاده در این پژوهش، آزمون پیشرفت تحصیلی استاندارد در سه درس فارسی، ریاضی و علوم و پرسشنامه ۳۰ ماده‌ای راتر مربوط به سلامت روان بودند. بمنظور تجزیه و تحلیل داده‌ها در این پژوهش، از شاخص‌های آمار توصیفی و آزمون تی استفاده شده است. یافته‌های پژوهش نشان داد که پیشرفت تحصیلی دانش‌آموزان مشمول طرح ارزشیابی توصیفی از دانش‌آموزان مشمول طرح ارزشیابی سنتی بیش‌تر بوده است و سطح سلامت روان دانش‌آموزان پسر مشمول طرح ارزشیابی توصیفی از دانش‌آموزان پسر طرح ارزشیابی سنتی پایین‌تر می باشد.

چکیده انگلیسی:

The present paper studied the effectiveness of Descriptive Evaluation Plan on the academic achievement and mental health of male 4th grader students of primary school in the school year 1389-90 in Arak. Research method was descriptive and causal-comparative. This study involved an experimental group of 60 students from schools, which applied Descriptive Evaluation Plan, and a control group of 60 students from regular schools. Research instruments included a standardized achievement test (Farsi, math and science) and Rutter’s 30-item questionnaire of mental health. In order to analyze the data a use was made of descriptive statistics and t-test. Research findings revealed that the academic achievement of the experimental group was significantly better than that of the control group. However, the students in the experimental group had a significantly lower level of mental health

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