بررسی تأثیر الگوی تدریس 5e بر عملکرد تحصیلی در دو گروه دانش‌آموزان دختر پایۀ ششم ابتدایی با هوش هیجانی بالا و پایین
محورهای موضوعی : تربیتیهدایا سلطانی زاده 1 , سید کاظم بنی هاشم 2 , اسماعیل سعدی پور 3
1 - دانشجو دکتری روانشناسی تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
2 - دکتری تکنولوژی آموزشی، دانشگاه علامه طباطبایی، تهران، ایران
3 - استاد گروه روانشناسی تربیتی، دانشگاه علامه طباطبایی، تهران، ایران
کلید واژه: هوش هیجانی, روش تدریس, رویکرد سازنده‌گرایی, عملکرد تحصیلی, الگوی تدریس 5e,
چکیده مقاله :
هدف این پژوهش بررسی تأثیر الگوی تدریس 5e بر عملکرد تحصیلی دانش‌آموزان در دو گروه با هوش هیجانی بالا و پایین بوده است. در این پژوهش از روش تحقیق نیمه‌آزمایشی با دو گروه آزمایشی (هوش هیجانی بالا و پایین) و دو گروه گواه (هوش هیجانی بالا و پایین) استفاده شد. جامعۀ آماری پژوهش شامل کلیۀ دانش‌آموزان دختر پایۀ ششم ابتدایی شهرستان ساری مشغول به تحصیل در سال ۱۳۹۶ بود. در این پژوهش از روش نمونه‌گیری تصادفی خوشه‌ای برای انتخاب نمونه ها استفاده شد. ابتدا از بین ۳۰7 دانش‌آموز که آزمون عملکرد تحصیلی برای آن‌ها اجرا شد، تعداد 129 دانش آموز که دارای نمرۀ پایینی در عملکرد تحصیلی بودند انتخاب شدند و آزمون هوش هیجانی برای آن ها اجرا شد؛ از این تعداد، 60 دانش آموز که نمرات بالا و پایینی در هوش هیجانی به دست آورده بودند به عنوان نمونۀ پژوهش انتخاب شدند و ۳۰ نفر در گروه های آزمایش و تحت آموزش با الگوی تدریس 5e(۱۵ نفر در گروه هوش هیجانی بالا و ۱۵ نفر در گروه هوش هیجانی پایین) و ۳۰ نفر در گروه های گواه (۱۵ نفر در گروه هوش هیجانی بالا و ۱۵ نفر در گروه هوش هیجانی پایین) و به روش سنتی تحت آموزش قرار گرفتند. از پرسش‌نامۀ هوش هیجانی بار ـ ان (1980) و آزمون عملکرد تحصیلی فام و تیلور (1999) در این پژوهش استفاده شد. یافته‌های پژوهش نشان داد که الگوی تدریس 5e برای دانش‌آموزان با هوش هیجانی بالا مؤثر بوده است؛ اما این نتایج برای دانش‌آموزان با هوش هیجانی پایین معنادار نبود. با توجه به یافته های پژوهش می‌توان نتیجه گرفت که هوش هیجانی به عنوان متغیر تعدیل‌کننده در یادگیری دانش‌آموزان با استفاده از الگوی تدریس 5e نقش دارد؛ بنابراین به معلمان توصیه می شود هنگام استفاده از الگوی تدریس 5e برای ارتقای عملکرد تحصیلی دانش آموزان، هوش هیجانی را نیز به عنوان عامل اثرگذار در نظر بگیرند.
This study was conducted to study the effect of 5e teaching method on academic performance in two groups of students with high and low emotional intelligence. In this study, semi-experimental method was used with two experimental groups (high and low emotional intelligence) and two control groups (high and low emotional intelligence). Statistical population of this study consisted of all female students of the sixth grade in Sari, who was studying in 2017-2018 academic year. In this study, cluster sampling method was used to select samples. First, academic performance test was given to 307 students and among these students, 129 students who had low grade in academic performance were selected and emotional intelligence tests were performed for them. Then, 60 students who had received high and low scores in emotional intelligence were selected as a sample of research. 30 students in the experimental groups (15 students in high emotional intelligence group and 15 students in low emotional intelligence group) were trained by 5e teaching method, and 30 students in control groups (15 students in high emotional intelligence group and 15 students in low emotional intelligence group) were trained in the traditional way. Bar-An emotional intelligence questionnaire (1980) and Fam & Taylor academic performance (1999) were used in this study. The results showed that 5e teaching method was effective on academic performance of students with high emotional intelligence while, the results were not significant for the experimental group with low emotional intelligence. Based on the results, it is concluded that emotional intelligence plays a moderator role in terms of relationship between 5e teaching method and academic performance. So, it is recommended to teachers in order to improve the educational performance, consider emotional intelligence when they apply 5e teaching method in the class.
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