اثربخشی بازخورد نوشتاری و شفاهی معلم بر یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی
محورهای موضوعی : پژوهش در برنامه ریزی درسیمرتضی جباریان گرو 1 , معصومه خسروی 2 , محمد علی محمدیفر 3
1 - 1دانشجوی کارشناسی ارشد، روانشناسی تربیتی، دانشگاه سمنان، ایران، سمنان
2 - استادیار روانشناسی، گروه روانشناسی و علوم تربیتی، دانشگاه سمنان. ایران، سمنان
3 - استادیار روانشناسی، گروه روانشناسی و علوم تربیتی، دانشگاه سمنان. ایران، سمنان
کلید واژه: پیشرفت تحصیلی, بازخورد شفاهی, دانش‌آموزان, یادگیری خودتنظیمی, بازخورد نوشتاری,
چکیده مقاله :
هدف این پژوهش بررسی اثربخشی بازخورد نوشتاری و شفاهی معلم بر یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی دانش‌آموزان مقطع سوم راهنمایی سال تحصیلی 92-93 بود. طرح پژوهش از نوع شبهه آزمایشی و با استفاده از پیش‌آزمون و پس آزمون با گروه کنترل انجام گرفت. بدین منظور سه کلاس از دانش‌آموز پایه سوم راهنمایی با روش نمونه‌گیری خوشه‌ای انتخاب شدند و به صورت تصادفی در دو گروه آزمایشی و یک گروه گواه قرار گرفتند. ابزارهای مورد استفاده عبارت بودند از: پرسشنامه یادگیری خودتنظیمی و آزمون پیشرفت تحصیلی معلم ساخته. همچنین یک پکیج آموزشی بر مبنای 11 اصل بازخورد جهت اجرای بازخورد نوشتاری و شفاهی تهیه گردید. گروه‌های آزمایشی به مدت 15 جلسه بازخورد نوشتاری و شفاهی معلم را دریافت کردند ولی گروه گواه به روش سنتی آموزشی بدون بازخورد به کار خود ادامه داد. نتایج تحلیل داده‌ها نشان داد که بعد از ارائه بازخورد در خودتنظیمی و پیشرفت تحصیلی دانش‌آموزان گروه‌های آزمایشی در مقایسه با گروه گواه، تفاوت معناداری ایجاد شد. اگرچه تفاوت معناداری بین بازخورد کتبی و شفاهی مشاهده نشد، اما مقایسه میانگین‌ها نشان داد که بازخورد کتبی از بازخورد شفاهی مؤثرتر بود. بنابراین، ارائه بازخورد مؤثر و مناسب بر اساس اصول مدنظر موجب ارتقای یادگیری خودتنظیمی و پیشرفت تحصیلی در درس ریاضی می‌شود.
The purpose of this research was to consider the effect of the teacher’s oral and written feedback on self- regulated learning and academic achievement in math class in the third grade students of secondary school in 2013-2014. This quasi-experimental research was done by using pre-test and post- test with control group. Therefore three classes were selected by the cluster sampling method that randomly divided in two experimental groups and one control group. The using instruments were a self- regulated learning questionnaire and a teacher-made educational achievement test. Also an educational package which was on the basis of eleven feedback principles was provided to perform the oral and written feedback. The experimental groups were received the teacher oral and written feedback for 15 sessions and the control group were thought by as usual with no feedback. The findings of the data analysis showed that there was a meaningful difference after showing feedback in the self- regulated learning and educational achievement of the experimental group students. Although no meaningful differences were observed between oral and written feedback, the comparison of two means showed that the written feedback was more effective than the oral feedback. Therefore, showing the effective and suitable feedback on the basis of the principles promoted the self- regulated learning and educational achievement in math.
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