تأثیر کلاس درس معکوس بر انگیزش تحصیلی و یادگیری دانشجویان در درس کامپیوتر
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فاطمه جوشقان نژاد
1
(کارشناس ارشد تکنولو‍ژی آموزشی، گروه علوم تربیتی و روانشناسی، دانشگاه اراک)
محسن باقری
2
(استادیار تکنولوژی آموزشی، گروه علوم تربیتی و روانشناسی، دانشگاه اراک)
کلید واژه: آموزش معکوس انفرادی, آموزش معکوس گروهی, انگیزش تحصیلی, درس کامپیوتر,
چکیده مقاله :
این پژوهش با هدف بررسی تأثیر آموزش به روش معکوس بر انگیزش تحصیلی و یادگیری دانشجویان در درس کامپیوتر صورت گرفته است. جامعة آماری شامل دانشجویان فنّاوری آموزشی دانشگاه اراک در اولین نیمسال تحصیلی 95-94 است. 41 نفر از افرادی که درس مقدمات کامپیوتر را انتخاب کرده بودند به‌عنوان نمونه تحقیق به‌صورت هدفمند در نظر گرفته شدند. دانشجویان به حسب تصادف در گروه‌های آموزش معکوس گروهی (14 نفر)، آموزش معکوس انفرادی (14 نفر) و گروه کنترل (13 نفر) جای گرفتند. در مطالعة حاضر از طرح تحقیق نیمه‌آزمایشی استفاده شده است. در گروه کنترل روش آموزش سنتی بود و در دو گروه آزمایش روش کلاس معکوس اجرا شد. برای گردآوری داده‌ها از پرسشنامه انگیزش تحصیلی هارتر استفاده شد. ضرایب پایایی پاره مقیاس‌های این ابزار با استفاده از فرمول 20 کودر-ریچاردسون بین 05/0 تا 084/0 گزارش شد. به‌منظور اندازه‌گیری یادگیری از آزمون یادگیری معلم ساخته استفاده شد، روایی صوری و محتوایی این آزمون توسط دو تن از متخصصان مورد تأیید قرار گرفت. همچنین از روش آماری تحلیل واریانس (Anova) و کوواریانس (Ancova) به‌منظور تحلیل داده‌ها استفاده شد. بر اساس نتایج پژوهش میانگین انگیزش تحصیلی دانشجویان در کلاس‌های معکوس نسبت به کلاس سنتی افزایش یافته بود هرچند که اختلاف معنادار نبود و تنها در مؤلفه انگیزش بیرونی اختلاف معنی‌دار بود. همچنین میانگین یادگیری دانشجویان در کلاس‌های معکوس نسبت به کلاس سنتی افزایش یافت هرچند که اختلاف معنی‌دار گزارش نشد و تنها در زیرمقیاس یادگیری عملی بین گروه‌ها اختلاف‌ها معنی‌دار بود. می‌توان نتیجه گرفت که کلاس معکوس در صورت فراهم کردن زمینه برای اجرا نسبت به آموزش‌های سنتی کارآمدتر است.
The purpose of this study is to investigate the effect of flippedclassroomon students' achievement motivation and learning in computer course. The population consisted of educational technology students of Arak University in the first semester 2015-2016. And 41 students who choosed principle of computer course were selected by purposeful sampling method as a research sample. Students’ randomly assigned in group flipped training (n = 14), individual flipped training (n = 14) and control groups (n = 13). In the current study, quasi-experimental research design was used. In the control group, the traditional method was used, and in the experimental groups flipped classroom method was applied. In order to collect the data of achievement motivation Harter questionnaire (1991), and for computer learning the teacher made tests was used. Part-scale reliability coefficients of this equipment with the formula 20 Kuder-Richardson between 0.054 to 0.084 has been reported. For gathering data of learning teacher mad test was used. Face and content validity of the test has been approved through two specialists. As well as, analysis of variance (Anova) and covariance (Ancova) were used for data analysis. According to The results the mean score of students' achievement motivation in flipped classrooms had increased compared to the traditional classroom. Although the difference was not significant and the difference was statistically significant only in the components of external motivation. As well as, the mean score of student learning in the flipped classrooms was increased than the traditional classroom, although significant differences were not reported. And only there was significant difference between groups in the practical learning subscale. It can be concluded that flipped classroom in case for provide context more efficient to execute than traditional teaching.
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