تأثیر آموزش به روش بازی بر پیشرفت تحصیلی درس زبان انگلیسی و مهارت ابراز وجود زبان‌آموزان 8 تا 12 ساله

محورهای موضوعی : پژوهش در برنامه ریزی درسی

فاطمه عجمی ¹ ( کارشناس ارشد روانشناسی تربیتی، دانشگاه آزاد اسلامی،واحد علوم تحقیقات،تهران، ایران.14 )
خدیجه ابوالمعالی ² ( عضو هیئت‌علمی، دانشگاه آزاد اسلامی، واحد رودهن، رودهن، ایران. )

تاریخ دریافت : 1392/10/07 تاریخ پذیرش : 1397/11/23 تاریخ انتشار : 1398/01/01

کلید واژه: پیشرفت تحصیلی, آموزش به روش بازی, ابراز وجود,

چکیده مقاله :

هدف از انجام این پژوهش، بررسی تأثیر آموزش به روش بازی برپیشرفت تحصیلی درس زبان انگلیسی و مهارت ابراز وجود زبان‌آموزان ۸ تا ۱۲ ساله است. جامعة آماری این پژوهش شامل دو آموزشگاه زبان واقع در غرب تهران بود که بیشترین سطوح (ترم) آموزشی زبان را برای کودکان ۸ تا ۱۲ ساله در ترم پاییز ۱۳۹۰ ارائه می‌کردند. روش پژوهش، نیمه‌آزمایشی با طرح پیش‌آزمون- پس‌آزمون با گروه کنترل بود. افراد مراجعه‌کننده به آموزشگاه‌های پیش‌گفته به‌صورت تصادفی در گروه‌های آزمایش و کنترل جایگزین شدند (در هر گروه 22 نفر). برای جمع‌آوری داده‌ها در این پژوهشاز آزمون پایان‌ترم زبان موجود در آموزشگاه و پرسشنامه ابراز وجود (AI)، استفاده شده است. به‌منظور تجزیه‌وتحلیل داده‌های آماری از آزمون t مستقل، استفاده شد. نتایج نشان داد که آموزش به روش بازی بر پیشرفت تحصیلی درس زبان انگلیسی و ابراز وجود زبان‌آموزان 8 تا 12 ساله تأثیر دارد.

چکیده انگلیسی:

The purpose of this study was to identify the effects of instruction through play on English academic achievement and self- assertiveness of language learners of 8 to 12 years old. Statistical population consists of two language schools located in the west part of Tehran that introduce the most number of courses for children in fall 1390. The method of this research was quasi-experimental with pretest-posttest design and control group. Participants were randomly assigned to experimental and control groups. In order to gather data, institute final assessment for academic achievement to be tested and assertiveness questionnaire of (AI),Gambrill and Richy (1975) were used. For analyzing data t –test was used to compare differential means of experimental and control groups, results showed that instruction through play leads to an increase in scores of English academic achievement and self -assertiveness of young language learners (α<0.05).

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