اثربخشی آموزش به روش قصه گویی بر مهارت های اجتماعی و عملکرد تحصیلی درس علوم تجربی دانش آموزان
محورهای موضوعی : آموزش و پرورش
سیده زینب مویدی
1
(
دانشجوی کارشناسی ارشدرشته علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
)
احمدرضا اوجی نژاد
2
(
استادیار گروه علوم تربیتی، واحد مرودشت، دانشگاه آزاد اسلامی، مرودشت، ایران.
)
فرشته دهقانیان
3
(
آموزگار دوره ابتدایی، اداره آموزش و پرورش ناحیه 3 شیراز
)
کلید واژه: عملکرد تحصیلی, مهارت های اجتماعی, آموزش به روش قصه گویی,
چکیده مقاله :
هدف: هدف پژوهش حاضر، اثربخشی آموزش به روش قصه‌گویی بر مهارت‌های اجتماعی و عملکرد تحصیلی درس علوم تجربی دانش آموزان دوره دوم دبستان شهر شیراز است روش شناسی پژوهش: روش پژوهش حاضر شبه تجربی همراه با پیش آزمون و پس آزمون در دو گروه آزمایش و گواه بود. در این پژوهش آزمودنی ها در دو گروه کنترل و آزمایش قرار می گیرند. جامعه ی آماری در این پژوهش شامل کلیه دانش آموزان دوره دوم دبستان شهر شیراز در سال تحصیلی 1402-1401 بود. محقق به صورت روش نمونه گیری خوشه ای مرحله ای، چهار کلاس را به عنوان نمونه انتخاب کرد. بدین منظور به 80 نفر از دانش آموزان پرسشنامه ها داده شد و به طور تصادفی 40 نفر به عنوان گروه آزمایش و 40 نفر هم به عنوان گروه کنترل انتخاب شدند. گروه آزمایش از طریق آموزش به روش قصه گویی آموزش دیدند و گروه کنترل هیچ نوع آموزشی نداشتند. داده ها با استفاده از دو پرسشنامه مهارت اجتماعی و پرسشنامه عملکرد تحصیلی جمع آوری شده است یافته ها: همانطور که نتایج نشان داد، قصه گویی بر عملکرد تحصیلی و مهارت های اجتماعی درس علوم تجربی دانش آموزان تاثیر معنادار دارد. قصه گویی بر ابعاد عملکرد تحصیلی دانش آموزان تاثیر معنادار دارد. قصه گویی بر ابعاد مهارت های اجتماعی دانش آموزان تاثیر معنادار دارد. بحث و نتیجه گیری: به نظر می رسد روش قصه‌گویی بر مهارت‌های اجتماعی و عملکرد تحصیلی درس علوم تجربی دانش آموزان دوره دوم دبستان شهر شیراز تاثیر معنادار دارد
Introduction: The aim of the current research is to investigate the effectiveness of training by storytelling method on social skills and academic performance in "experimental science" subject for second grade students of primary schools in Shiraz city. Research methodology: The current research method was quasi-experimental with pre-test and post-test in two experimental and control groups. In this research, subjects were placed in two control and experimental groups. The statistical population in this research included all the students of the second grade of primary school in Shiraz city in the academic year 2022-2023. The researcher selected four classes as a sample using a staged cluster sampling method. For this purpose, questionnaires were given to 80 students and 40 students were randomly selected as the experimental group and 40 students as the control group. The experimental group was trained through storytelling and the control group did not receive any training. The data were collected using two social skills questionnaires and academic performance questionnaires. Descriptive statistics test (mean and standard deviation) and inferential statistics of covariance analysis were used for data analysis. Findings: As the results indicated, storytelling has a significant effect on the academic performance and social skills of students in "experimental sciences." Storytelling has a significant effect on the dimensions of students' academic performance. Storytelling has a significant effect on the dimensions of students' social skills. Conclusion: It seems that the storytelling method has a significant effect on the social skills and academic performance of the "experimental science" subject of the second grade primary school students in Shiraz city.
References
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Asad, M., & Moqaddar, L. (2022). The effectiveness of targeted storytelling on life values (responsibility - respect) and moral judgment of elementary school children. Tafakor va Koodak Journal. ]in persian[
Afzalkhani, M. (1400). Comparison of two methods of playing and telling stories on self-help skills and social skills of preschool children. Scientific Quarterly of Educational Research Journal of Azad University, Bojnord Branch, 17(69), -. doi: 10.30495/educ.2022.686645.. ]in persian[
Bahmani, P., & Barzgar, M. (2017). The effectiveness of bibliotherapy in reducing aggression and increasing social skills in preschool children. Scientific Journal of Psychological Methods and Models, 8(30), 205-218. ]in persian[
Bagherian, H., Zare, A., & Golmohamdian, M. (1400). The effectiveness of storytelling on the social intelligence education of preschool children in Kermanshah. Library and Information, 23(4), 155-172.]in persian[
Factor, R., Rea, H., Dahiya, A., & Albright, J. (2021). An Initial Pilot Study Examining Child Social Skills, Caregiver Styles, and Family Functioning in the PEERS® for Preschoolers Program for Young Autistic Children and their Caregivers. Research in Developmental Disabilities, 121(2), 41-52. https://doi.org/10.1016/j.ridd.2021.104152.
Fereydouni Moghadam, M. (2013). The examination anxiety and its relationship with academic performance. Journal of Knowledge and Health, 3(3). ]in persian[
Frouzanfar, F., & Frouzanfar, F. (2016). The effectiveness of storytelling on children's social skills. In National Conference on New Researches in Management, Economics and Human Sciences, Kazerun. ]in persian[
Lee, J. (2020). The impact of storytelling therapeutic methods on enhancing children's resilience against domestic violence.
Khalilpour, P., Karimi, V., & Rafiei, N. (2021). The effectiveness of using storytelling and creative performance curriculum on the self-expression skills of preschool children. In Fifth National Psychology Conference (Science of Life). ]in persian[
Marie-Nathalie Beaudoin, Amanda Tan, Caitlin Gannon, Meredith Moersch. (2017). A Comparative Study of the Effects of 6, 12, and 16 Weeks of Narrative Therapy on Social and Emotional Skills: An Empirical Analysis of 722 Children's Problem-Solving Accounts. Journal of Systemic Therapies, 36(4), 57-73.
Nasirzadeh, B. (1401). The relationship between parenting styles and emotional intelligence in students. New Ideas of Psychology. ]in persian[
Podat, F. (2019). The effect of storytelling on the development of students' skills, intelligence, and social activities. Ormuzd Dureh Research Journal, 49(Appendix No. 2), 6-19.]in persian[
Pouladi, S. (1399). The role and position of storytelling in children. In the 6th National Conference on Positive Psychology Innovations. ]in persian[
Rahimian Bogor, I., Shareh, H., Habibi Asgarabad, M., & Besharat, M. A. (2021). The study of the effect of assertiveness training methods on social adaptation. Journal: Educational Innovations, 6(23), 29-54. ]in persian[
Wilson, A., & Sanderz, L. (2015). The efficacy of narrative therapy on the skill social of children Journal of psychology, 04, 40-24
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References
Adam, E.K. Chyu, L. Hoyt, L.C. Doane, L.D. Boisjoly, J. Duncan, G.J. ChaseLansdale, P.L., & McDade, T.W. (2011). Adverse Adolescent Relationship Histories and Young Adult Health: Cumulative Effects of Loneliness, Low Parental Support, Relationship Instability, Intimate Partner Violence, and Loss. Journal of Adolescent Health, 49, 278-286
Asad, M., & Moqaddar, L. (2022). The effectiveness of targeted storytelling on life values (responsibility - respect) and moral judgment of elementary school children. Tafakor va Koodak Journal. ]in persian[
Afzalkhani, M. (1400). Comparison of two methods of playing and telling stories on self-help skills and social skills of preschool children. Scientific Quarterly of Educational Research Journal of Azad University, Bojnord Branch, 17(69), -. doi: 10.30495/educ.2022.686645.. ]in persian[
Bahmani, P., & Barzgar, M. (2017). The effectiveness of bibliotherapy in reducing aggression and increasing social skills in preschool children. Scientific Journal of Psychological Methods and Models, 8(30), 205-218. ]in persian[
Bagherian, H., Zare, A., & Golmohamdian, M. (1400). The effectiveness of storytelling on the social intelligence education of preschool children in Kermanshah. Library and Information, 23(4), 155-172.]in persian[
Factor, R., Rea, H., Dahiya, A., & Albright, J. (2021). An Initial Pilot Study Examining Child Social Skills, Caregiver Styles, and Family Functioning in the PEERS® for Preschoolers Program for Young Autistic Children and their Caregivers. Research in Developmental Disabilities, 121(2), 41-52. https://doi.org/10.1016/j.ridd.2021.104152.
Fereydouni Moghadam, M. (2013). The examination anxiety and its relationship with academic performance. Journal of Knowledge and Health, 3(3). ]in persian[
Frouzanfar, F., & Frouzanfar, F. (2016). The effectiveness of storytelling on children's social skills. In National Conference on New Researches in Management, Economics and Human Sciences, Kazerun. ]in persian[
Lee, J. (2020). The impact of storytelling therapeutic methods on enhancing children's resilience against domestic violence.
Khalilpour, P., Karimi, V., & Rafiei, N. (2021). The effectiveness of using storytelling and creative performance curriculum on the self-expression skills of preschool children. In Fifth National Psychology Conference (Science of Life). ]in persian[
Marie-Nathalie Beaudoin, Amanda Tan, Caitlin Gannon, Meredith Moersch. (2017). A Comparative Study of the Effects of 6, 12, and 16 Weeks of Narrative Therapy on Social and Emotional Skills: An Empirical Analysis of 722 Children's Problem-Solving Accounts. Journal of Systemic Therapies, 36(4), 57-73.
Nasirzadeh, B. (1401). The relationship between parenting styles and emotional intelligence in students. New Ideas of Psychology. ]in persian[
Podat, F. (2019). The effect of storytelling on the development of students' skills, intelligence, and social activities. Ormuzd Dureh Research Journal, 49(Appendix No. 2), 6-19.]in persian[
Pouladi, S. (1399). The role and position of storytelling in children. In the 6th National Conference on Positive Psychology Innovations. ]in persian[
Rahimian Bogor, I., Shareh, H., Habibi Asgarabad, M., & Besharat, M. A. (2021). The study of the effect of assertiveness training methods on social adaptation. Journal: Educational Innovations, 6(23), 29-54. ]in persian[
Wilson, A., & Sanderz, L. (2015). The efficacy of narrative therapy on the skill social of children Journal of psychology, 04, 40-24
