مقایسه نمرات دانش‌آموزان مدارس مقطع متوسطه دارای فعالیت‌های فوق برنامه و فاقد فعالیت‌های فوق برنامه در آزمون رشد مهارت‌های اجتماعی ماتسون
محورهای موضوعی : پژوهش در برنامه ریزی درسی
رضا نوروزی مصیر
1
(1فارغ التحصیل کارشناسی ارشد برنامه ریزی آموزشی دانشگاه آزاد اسلامی واحد اصفهان (خوراسگان)، اصفهان، ایران)
جهانبخش رحمانی
2
(2استادیار دانشکده علوم تربیتی، دانشگاه آزاد اسلامی واحد خوراسگان (اصفهان)، اصفهان، ایران)
کلید واژه: مهارت های اجتماعی, رفتار اجتماعی, برنامه درسی, فعالیت های فوق برنامه,
چکیده مقاله :
هدف از این پژوهش مقایسه نمرات دانش‌آموزان مدارس دارای فعالیت‌های فوق برنامه با نمرات دانش آموزان فاقد فعالیت‌های فوق برنامه در آزمون رشد مهارت‌های اجتماعی ماتسون و مؤلفه‌های آن بود. پژوهش از نوع توصیفی و به روش علی ـ مقایسه ای انجام شد. به روش نمونه‌گیری خوشه‌ای تعداد 346 نفر از جامعه آماری دانش‌آموزان شهر شهرکرد به عنوان نمونه پژوهش انتخاب و در دو گروه دارای فعالیت‌های فوق برنامه و فاقد فعالیت‌های فوق برنامه، تقسیم شدند.جهت گردآوری داده‌ها، از مقیاس رشد مهارت‌های اجتماعی ماتسون (Matson,1983) با ضریب پایایی 86/0 و روایی افتراقی قابل قبول، استفاده شد.برای تجزیه و تحلیل داده‌ها از آمار توصیفی و استنباطی مبتنی بر نرم افزار SPSS-19 و همچنین در تجزیه و تحلیل استنباطی برای بررسی تفاوت میانگین‌ها از آزمون t و جهت بررسی تساوی واریانس‌ها نیز از آزمون لوین بهره گرفته شده است. نتایج به دست آمده نشان داد که بین دانش‌آموزان مدارس دارای فعالیت‌های فوق برنامه و دانش‌آموزان مدارس فاقد فعالیت‌های فوق برنامه در میانگین کل مقیاس و مؤلفه‌های آن شامل، مهارت‌های اجتماعی مناسب، رفتارهای غیر اجتماعی، پرخاشگری و رفتارهای تکانشی، غرور و خودبرتر بینی و ارتباط و تعامل با همسالان، از نظر آماری تفاوت معنادار وجود دارد.
The aim of this study was to compare scores of high school studentswithextracurricularactivities with who had no extracurricular activities in social skills Matson’s test.The method research was descriptive method type causal-comparative method. Using by cluster sampling method 346 students were selected from Shahrekord city high school students population as sample of study and assign to two groups with extracurricular activities and no extracurricular activities. Using by Matson’s social skills growth scale (reliability coefficient .86) data were collected. Descriptive analysis statistics based on SPSS-19 software were used to analysis the data and in inferential statistics, T-Test and Levene-Test clarified the difference from mean and equality of variances, respectively. Result showed that there ar significant differences between two group students. Appropriate social skills, non social skills, aggressive and implosive behavior, pride and self – conceit, and interacting with peer showed significant difference between two groups.
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