بررسی تأثیر سبک‌های آموزش (مداخله‌ای، تعاملی، غیر مداخله‌ای)برمیزان خودکارآمدی دانش‌آموزان دختر پایه دوم متوسطه در سا ل تحصیلی91 ـ
محورهای موضوعی : پژوهش در برنامه ریزی درسی
اعظم معتمدی
1
(
1کارشناس ارشد برنامه ریزی درسی
)
محمد رضا یوسف زاده
2
(
2دانشیار و عضو هیأت علمی دانشگاه بو علی سینا، همدان، ایران
)
کلید واژه: سبک غیر مداخله‌ای, خود کارآمدی, سبک تعاملی, سبک مداخله‌ای, دوره متوسطه,
چکیده مقاله :
هدف این پژوهش بررسی تأثیرسبک‌های مختلف آموزش (مداخله‌ای، تعاملی،غیر مداخله‌ای) برمیزان خودکارآمدی دانش‌آموزان دختر پایه دوم متوسطه در درس فیزیک 2 است. روش تحقیق نیمه آزمایشی با طرح (پیش آزمون ـ پس آزمون با گروه کنترل) است. جامعه آماری متشکل از کلیه دانش‌آموزان دختر سال دوم رشته ریاضی فیزیک دوره متوسطه است که تعداد کل آنها420 نفر است. نمونه آماری این پژوهش 60 نفر است که با استفاده از روش نمونه‌گیری تصادفی خوشه‌ای از جامعه آماری مورد نظر انتخاب شدند. ابزار مورد استفاده پرسشنامه استاندارد سنجش خودکارآمدی شرر و همکاران است. روایی این پرسشنامه در پژوهش‌های قبلی درحد قابل قبول گزارش شده بود. دراین پژوهش نیز برای سنجش پایایی از روش آلفای کرونباخ استفاده شد و میزان آن78/0 محاسبه گردید. روش تجزیه و تحلیل آماری دراین پژوهش عبارت است از شاخص‌های آمار توصیفی و آزمون آمار استنباطی تحلیل واریانس یک طرفه وآزمون تعقیبیLSD است. یافته‌های پژوهش نشان دادکه به طور کلی بین میزان خودکارآمدی دانش‌آموزان گروه‌های آزمایش و گواه تفاوت معناداری وجود دارد (002/0= P و 441/5= (56 و 3(F و خودکارآمدی دانش‌آموزان از طریق سبک‌های آموزش تعاملی و مداخله‌ای افزایش یافته است. به علاوه سبک‌های مختلف آموزش اثرات متفاوتی بر مؤلفه‌های خودکارآمدی شامل تمرکز بر هدف، تعمق در هدف، انگیزش درونی، توانایی حل مسأله و خود ارزشیابی دانش‌آموزان داشته است.
This study aimed to investigate the effect of different educational styles (including interventional, interactional, non-interventional) on self –efficacy of female students of second-grade of high school in Physic 2 course. The research method was of quasi-experimental type (using pre-test and post-test with control group design). With the total number of 420, the statistical population was consisted of all female students in second-grade of high school. The statistical sample being selected by means of cluster random sampling included 60 students. The applied instrument was the standard questionnaire of self-efficacy measurement of Sherer and colleagues (1986). In previous researches, the validity of this questionnaire had been reported to be at an acceptable level. Its reliability, also, had been confirmed by Cronbach's alpha (0/78). Descriptive statistic indices and one-way ANOVA and LSD post hoc tests were used so as to analyze the data. The findings showed that there was a significant difference between students' self-efficacy in experimental and control groups F ((3 and 56) =5/441 and P=0/002) in that, the students' self-efficacy increased through interactional and interventional styles. Moreover, different educational styles had different effects on self-efficacy parameters including the purpose concentration, purpose reflection, intrinsic motivation, problem solving ability, and students' self-assessment.
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