اثربخشی محتوای الکترونیکی درس علوم تجربی بر اشتیاق و سرزندگی تحصیلی دانش‌آموزان هفتم متوسطه بر پایه مدل اسکورم
محورهای موضوعی : آموزش مجازی
زهرا امینی اقبلاغی
1
(
دانشجوی دکتری برنامه ریزی درسی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
)
فائزه ناطقی
2
(
استادیار گروه علوم تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
)
محمد سیفی
3
(
استادیار گروه علوم تربیتی، واحد اراک، دانشگاه آزاد اسلامی، اراک، ایران
)
کلید واژه: محتوای الکترونیکی, علوم تجربی, سرزندگی تحصیلی, اشتیاق تحصیلی, اسکورم,
چکیده مقاله :
پژوهش حاضر با هدف شناسایی میزان اثربخشی محتوای الکترونیکی درس علوم تجربی بر اشتیاق و سرزندگی تحصیلی دانش‌آموزان هفتم متوسطه بر پایه مدل اسکورم انجام پذیرفت. پژوهش حاضر از نوع نیمه آزمایشی با طرح پیش آزمون و پس آزمون با گروه کنترل بود. جامعه آماری کلیه دانش‌آموزان پسر متوسطه هفتم شهر همدان در سال تحصیلی 1399-1398 بودند که از بین آن‌ها تعداد 30 نفر به روش در دسترس انتخاب و به صورت تصادفی در دو گروه 15 نفری آزمایش و کنترل قرار گرفتند. برای انجام پژوهش ابتدا در شرایط یکسان از هر دو گروه پیش آزمون با استفاده از پرسشنامه اشتیاق تحصیلی Fredricks(2004) و سرزندگی تحصیلیDehghanizadeh and Hossein Chari(2010) به عمل آمد و سپس محتوای الکترونیکی درس علوم تجربی براساس استاندارد اسکورم به گروه آزمایش آموزش داده شد بدین صورت که که گروه کنترل در کلاس درس به شیوه متداول آموزش دیده و گروه آزمایش همان مطالب را در قالب استاندارد اسکورم فرا گرفتند.. نتایج تحلیل کواریانس نشان داد که آموزش محتوای الکترونیکی سبب افزایش اشتیاق و سرزندگی تحصیلی دانش‌آموزان می‌شود. به طور کلی نتیجه این پژوهش نشان داد برای افزایش اشتیاق تحصیلی و سرزندگی در دانش‌آموزان، استفاده از آموزش راهبردهای محتوای الکترونیکی موثر است.
The aim of this study was to identify the effectiveness of electronic content of experimental science course on the academic enthusiasm and vitality of seventh grade high school students based on the Scorm model. The present study was a quasi-experimental study with a pretest and posttest design with a control group. The statistical population was all seventh grade high school students in Hamadan in the academic year 1399-1398, from which 30 people were selected by convenience sampling method and randomly divided into two groups of 15 experimental and control. To conduct the research, under the same conditions, both pre-test groups were studied using Fredricks (2004) and Dehghanizadeh and Hossein Chari (2010) Academic Enthusiasm Questionnaire. It was given in such a way that the control group was trained in the classroom in the usual way and the experimental group learned the same things in the form of the Scorem standard. After the training sessions on the experimental group, The results of analysis of covariance showed that e-content teaching increases students' academic enthusiasm and vitality. In general, the results of this study showed that the use of e-content strategies training is effective to increase students' academic enthusiasm and vitality.
Abbasi, M., Dargahi, Sh., Pirani, Z., and Bonyadi, F. (2014). The role of procrastination and motivational self-regulation in predicting students' academic achievement. [The role of procrastination and motivational self-regulation in predicting students' academic achievement]. Iranian Journal of Medical Education, 15 (0), 160-169.[In Persian]
Alipour Katigari, Sh., Heidari, H., Narimani, M., Davoodi, H. (2019). Comparison of the effectiveness of participatory teaching methods and traditional teaching methods on academic motivation, academic self-efficacy and self-regulation in students. Journal of Research in Educational Systems, 14 (48), 23-39. [In Persian].
Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. J Adolesc, 32(3), 651-670.
Biabangard, A. (2005). Relationship between self-esteem, achievement motivation, and academic achievement in third year high school students in Tehran. Psychological Studies, 4-5 (1), 131-144. [In Persian]
Brothers Haghir, Maryam, Karamkhani, Zainab. (2021). Representation of e-learning in students' metaphors. Information and Communication Technology Quarterly in Educational Sciences, 12(2 (consecutive 46)), 49-68.
Cho, E.-h., Lee, D.-g., Lee, J. H., Bae, B. H., & Jeong, S. M. (2008). Meaning in Life and School Adjustment: Testing the Mediating Effects of Problem-focused Coping and Self-acceptance. Procedia - Social and Behavioral Sciences, 114, 777-781.
Dehghanizadeh, M and Hossein Chari, M. (2012). Academic vitality and perception of family communication pattern; The mediating role of self-efficacy. Teaching and Learning Studies, 8 (4), 21-48.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.
Ghanbari Talab, M and Foolad Cheng, M. (2015). The effectiveness of cognitive strategies training on academic burnout and academic achievement. Bi-Quarterly Journal of Cognitive Strategies in Learning, 3 (4), 21-38.
Hosseinjani, A (2010). The role of e-learning in promoting human resource training in organizations. The first national conference of education and research managers, Mashhad.
Karimi, Vajiheh, Amini Mustafa Abadi, Nasim. (2022). Methods of evaluating learners in electronic education and its consequences on academic procrastination. Quarterly Journal of Information and Communication Technology in Educational Sciences, 12(3(47)), 45-62.
Khoshab, S. (2016). The effectiveness of teaching self-regulated learning strategies on academic vitality and academic achievement. (Master Thesis), Shahid Bahonar University of Kerman.
Lecon, C. (2020, August). Corona e-learning cocktail: sustainability of university education in times of pandemics. In 2020 15th International Conference on Computer Science & Education (ICCSE) (pp. 57-65).
Lee, J.-K. (2008). The effects of self-regulated learning strategies and system satisfaction regarding learner's performance in e-learning environment. Journal of Instructional Pedagogies, 1(30).
Leondari, A., Syngollitou, E., & Kiosseoglou, G. (2012). Academic Achievement, Motivation and Future Selves. International Journal of Adolescence and Youth, 7, 165-177.
Li, Y., & Lerner, R. (2011). Trajectories of School Engagement During Adolescence: Implications for Grades, Depression, Delinquency, and Substance Use. Developmental psychology, 47, 233-247.
Libbey, H. (2004). Measuring Student Relationships to School: Attachment, Bonding, Connectedness, and Engagement. The Journal of school health, 74, 274-283.
Lin, H. (2016). The ethics of instructional Technology: Issues and coping Strategies experienced by professional Technologies in design and training situations in higher education, education Tech Research Dev, 55: 411-437.
Mehr Mohammadi, M (2010). Perspectives, approaches and perspectives, II, Tehran: Astan Quds Razavi.
Mollai, F, Hejazi, M, Yousefi Afrashteh, M, Morvati, Z. (2020). The mediating role of mindfulness in the relationship between academic motivation and academic vitality of female students. Journal of Research in Educational Systems, 14 (48), 75-90. [In Persian]
Moradi, Amir; Zarghami Hamrah, Saeid; Ghaedi, Yahya and Ramazan. (2017). Investigating the Opportunities and Challenges of Online Education in Educating Students' Character with Emphasis on Social Constructivism Approach, Journal of Teaching Research, 5 (3), 59-86.
Mousavi, S., Jabal Ameli, J., and Alibakhshi, F. (2012). Investigating the Relationship between Emotional Intelligence and Its Components with Motivational Beliefs and Self-Regulated Learning Strategies on Academic Performance of Isfahan University of Medical Sciences Students. Behavioral Sciences Research, 2012 (24). [In Persian]
Naami, A. and Piriaei, p. (2012). Relationship between the dimensions of motivation education and enthusiasm. Education of third year high school students in Ahvaz. Journal of Research in Educational Systems, 6 (16), 29-42. [In Persian]
Nakhistin goldost, A, Ghazanfari, A, Sharifi, T, Charami, M. (2019). The effectiveness of metacognitive skills training on academic self-efficacy and academic motivation of 10th grade male students in Ardabil schools. School Psychology, 8 (2), 131-155.
Orthner, D., Jones-Sanpei, H., Akos, P., & Rose, R. (2013). Improving Middle School Student Engagement Through Career-Relevant Instruction in the Core Curriculum. The Journal of Educational Research, 106, 27-38.
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior.
Pintrich, P. R. (2000). An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research. Contemporary Educational Psychology, 25(1), 92-104.
Pourkehaei, Z. (2015). The effectiveness of teaching metacognitive strategies on academic performance and academic motivation of male students at risk of addiction. (Master Thesis), Shahid Bahonar University of Kerman. [In Persian]
Prestridge, S. , (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education58(1), 449-458.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety Stress Coping, 25(3), 349-358.
Rosen, A. (2015). E-learning: Proven Practices and Emerging Technologies to Achieve Result. New York: American Management Association.
Saif, A. A. (2011). New Psychology: Psychology of Learning and Education. Tehran: Publishing Duran, [in Persian].
Sami’ee Zafarghandi, M, Khojasteh F.(2016) Content Analysis of Seventh Grade’s Science Textbook in terms of Problem Solving Stages. QJOE. 32 (1) :145-168.
Seraji, F (2015).Virtual curriculum. Iranian Encyclopedia of Curriculum.
Simons-Morton, B., & Chen, R. (2009). Peer and Parent Influences on School Engagement Among Early Adolescents. Youth و society, 41, 3-25.
Strang, K. D. (2014). Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results. Journal of Education for Business, 89, 142-148.
Su C.Chiu C., Wang, T.(2010). The development of SCORM-conformant learning content based on the learning cycle using participatory design. Jou Com Ass Le; 26(3): 392–406.
Watson J, Hardaker G.(2018). Steps towards personalized learner management system (LMS): SCORM implementation. CaWi Inf Sys; 22(2): 56-70.
ZakiAmarin, N., & Al Soub, T. F. (2021). The extent to Which Faculty Members in Jordanian Universities Accept The E-Learning Approach During Corona Pandemic. Multicultural Education, 7(5).63-78.
Zandi, B (2012). Educational curriculum planning of content production systems in e-learning. Journal of Educational Strategies, 5 (1): 61-70.
Zhao, M. (2009). Online learner authentication: Verifying the identity of online users. Journal of Online Learning and Teaching. 5(2): 87-103.
Zimmerman, Barry J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82-91.
_||_Abbasi, M., Dargahi, Sh., Pirani, Z., and Bonyadi, F. (2014). The role of procrastination and motivational self-regulation in predicting students' academic achievement. [The role of procrastination and motivational self-regulation in predicting students' academic achievement]. Iranian Journal of Medical Education, 15 (0), 160-169.[In Persian]
Alipour Katigari, Sh., Heidari, H., Narimani, M., Davoodi, H. (2019). Comparison of the effectiveness of participatory teaching methods and traditional teaching methods on academic motivation, academic self-efficacy and self-regulation in students. Journal of Research in Educational Systems, 14 (48), 23-39. [In Persian].
Archambault, I., Janosz, M., Fallu, J. S., & Pagani, L. S. (2009). Student engagement and its relationship with early high school dropout. J Adolesc, 32(3), 651-670.
Biabangard, A. (2005). Relationship between self-esteem, achievement motivation, and academic achievement in third year high school students in Tehran. Psychological Studies, 4-5 (1), 131-144. [In Persian]
Brothers Haghir, Maryam, Karamkhani, Zainab. (2021). Representation of e-learning in students' metaphors. Information and Communication Technology Quarterly in Educational Sciences, 12(2 (consecutive 46)), 49-68.
Cho, E.-h., Lee, D.-g., Lee, J. H., Bae, B. H., & Jeong, S. M. (2008). Meaning in Life and School Adjustment: Testing the Mediating Effects of Problem-focused Coping and Self-acceptance. Procedia - Social and Behavioral Sciences, 114, 777-781.
Dehghanizadeh, M and Hossein Chari, M. (2012). Academic vitality and perception of family communication pattern; The mediating role of self-efficacy. Teaching and Learning Studies, 8 (4), 21-48.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research, 74(1), 59-109.
Ghanbari Talab, M and Foolad Cheng, M. (2015). The effectiveness of cognitive strategies training on academic burnout and academic achievement. Bi-Quarterly Journal of Cognitive Strategies in Learning, 3 (4), 21-38.
Hosseinjani, A (2010). The role of e-learning in promoting human resource training in organizations. The first national conference of education and research managers, Mashhad.
Karimi, Vajiheh, Amini Mustafa Abadi, Nasim. (2022). Methods of evaluating learners in electronic education and its consequences on academic procrastination. Quarterly Journal of Information and Communication Technology in Educational Sciences, 12(3(47)), 45-62.
Khoshab, S. (2016). The effectiveness of teaching self-regulated learning strategies on academic vitality and academic achievement. (Master Thesis), Shahid Bahonar University of Kerman.
Lecon, C. (2020, August). Corona e-learning cocktail: sustainability of university education in times of pandemics. In 2020 15th International Conference on Computer Science & Education (ICCSE) (pp. 57-65).
Lee, J.-K. (2008). The effects of self-regulated learning strategies and system satisfaction regarding learner's performance in e-learning environment. Journal of Instructional Pedagogies, 1(30).
Leondari, A., Syngollitou, E., & Kiosseoglou, G. (2012). Academic Achievement, Motivation and Future Selves. International Journal of Adolescence and Youth, 7, 165-177.
Li, Y., & Lerner, R. (2011). Trajectories of School Engagement During Adolescence: Implications for Grades, Depression, Delinquency, and Substance Use. Developmental psychology, 47, 233-247.
Libbey, H. (2004). Measuring Student Relationships to School: Attachment, Bonding, Connectedness, and Engagement. The Journal of school health, 74, 274-283.
Lin, H. (2016). The ethics of instructional Technology: Issues and coping Strategies experienced by professional Technologies in design and training situations in higher education, education Tech Research Dev, 55: 411-437.
Mehr Mohammadi, M (2010). Perspectives, approaches and perspectives, II, Tehran: Astan Quds Razavi.
Mollai, F, Hejazi, M, Yousefi Afrashteh, M, Morvati, Z. (2020). The mediating role of mindfulness in the relationship between academic motivation and academic vitality of female students. Journal of Research in Educational Systems, 14 (48), 75-90. [In Persian]
Moradi, Amir; Zarghami Hamrah, Saeid; Ghaedi, Yahya and Ramazan. (2017). Investigating the Opportunities and Challenges of Online Education in Educating Students' Character with Emphasis on Social Constructivism Approach, Journal of Teaching Research, 5 (3), 59-86.
Mousavi, S., Jabal Ameli, J., and Alibakhshi, F. (2012). Investigating the Relationship between Emotional Intelligence and Its Components with Motivational Beliefs and Self-Regulated Learning Strategies on Academic Performance of Isfahan University of Medical Sciences Students. Behavioral Sciences Research, 2012 (24). [In Persian]
Naami, A. and Piriaei, p. (2012). Relationship between the dimensions of motivation education and enthusiasm. Education of third year high school students in Ahvaz. Journal of Research in Educational Systems, 6 (16), 29-42. [In Persian]
Nakhistin goldost, A, Ghazanfari, A, Sharifi, T, Charami, M. (2019). The effectiveness of metacognitive skills training on academic self-efficacy and academic motivation of 10th grade male students in Ardabil schools. School Psychology, 8 (2), 131-155.
Orthner, D., Jones-Sanpei, H., Akos, P., & Rose, R. (2013). Improving Middle School Student Engagement Through Career-Relevant Instruction in the Core Curriculum. The Journal of Educational Research, 106, 27-38.
Pellas, N. (2014). The influence of computer self-efficacy, metacognitive self-regulation and self-esteem on student engagement in online learning programs: Evidence from the virtual world of Second Life. Computers in Human Behavior.
Pintrich, P. R. (2000). An Achievement Goal Theory Perspective on Issues in Motivation Terminology, Theory, and Research. Contemporary Educational Psychology, 25(1), 92-104.
Pourkehaei, Z. (2015). The effectiveness of teaching metacognitive strategies on academic performance and academic motivation of male students at risk of addiction. (Master Thesis), Shahid Bahonar University of Kerman. [In Persian]
Prestridge, S. , (2012). The beliefs behind the teacher that influences their ICT practices. Computers & Education58(1), 449-458.
Putwain, D. W., Connors, L., Symes, W., & Douglas-Osborn, E. (2012). Is academic buoyancy anything more than adaptive coping? Anxiety Stress Coping, 25(3), 349-358.
Rosen, A. (2015). E-learning: Proven Practices and Emerging Technologies to Achieve Result. New York: American Management Association.
Saif, A. A. (2011). New Psychology: Psychology of Learning and Education. Tehran: Publishing Duran, [in Persian].
Sami’ee Zafarghandi, M, Khojasteh F.(2016) Content Analysis of Seventh Grade’s Science Textbook in terms of Problem Solving Stages. QJOE. 32 (1) :145-168.
Seraji, F (2015).Virtual curriculum. Iranian Encyclopedia of Curriculum.
Simons-Morton, B., & Chen, R. (2009). Peer and Parent Influences on School Engagement Among Early Adolescents. Youth و society, 41, 3-25.
Strang, K. D. (2014). Cognitive Learning Strategy as a Partial Effect on Major Field Test in Business Results. Journal of Education for Business, 89, 142-148.
Su C.Chiu C., Wang, T.(2010). The development of SCORM-conformant learning content based on the learning cycle using participatory design. Jou Com Ass Le; 26(3): 392–406.
Watson J, Hardaker G.(2018). Steps towards personalized learner management system (LMS): SCORM implementation. CaWi Inf Sys; 22(2): 56-70.
ZakiAmarin, N., & Al Soub, T. F. (2021). The extent to Which Faculty Members in Jordanian Universities Accept The E-Learning Approach During Corona Pandemic. Multicultural Education, 7(5).63-78.
Zandi, B (2012). Educational curriculum planning of content production systems in e-learning. Journal of Educational Strategies, 5 (1): 61-70.
Zhao, M. (2009). Online learner authentication: Verifying the identity of online users. Journal of Online Learning and Teaching. 5(2): 87-103.
Zimmerman, Barry J. (2000). Self-Efficacy: An Essential Motive to Learn. Contemporary Educational Psychology, 25(1), 82-91.