تأثیر اجرای شیوه‌های مختلف یادگیری مشارکتی بر خود کار آمدی عمومی دانش‌آموزان
محورهای موضوعی : پژوهش در برنامه ریزی درسیمحمد عظیمی 1 , قربان کیانی 2 , یوسف ادیب 3 , موسی پیری 4
1 - 1دانشجوی دکتری برنامه ریزی درسی دانشگاه تبریز، تبریز، ایران
2 - دانشجوی دکتری روانشناسی تربیتی دانشگاه شهید چمران اهواز، اهواز، ایران
3 - 3دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه تبریز، تبریز، ایران
4 - 4دانشیار دانشکده علوم تربیتی و روانشناسی دانشگاه شهید مدنی آذربایجان ، تبریز ، ایران
کلید واژه: خود کار آمدی, گروه جیک ساو, دانش‌آموزان هنرستان, پژوهش گروهی, یادگیری مشارکتی, درس دین و زندگی,
چکیده مقاله :
هدف پژوهش حاضر مقایسه اثر بخشی الگوهای یادگیری مشارکتی بر میزان خود کارآمدی فراگیران در درس دین و زندگی دانش‌آموزان سال دوم هنرستان است. روش پژوهش نیمه تجربی و جامعه ی آماری هنرجویان هنرستان‌های ناحیه2 اردبیل بوده که به شیوه نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای یک هنرستان گزینش و از کلاس‌های آن (2 کلاس آزمایش و یک کلاس کنترل) انتخاب شدند. حجم نمونه آماری 76 نفر، که 27 نفر در پژوهش گروهی، 26 نفر در روش جیگ ساو و 23 نفر در روش سخنرانی جایگزین شدند. ابزار جمع‌آوری داده‌ها، آزمون خود کارآمدی عمومیsherer, 1987 بوده که روایی آن با تحلیل عاملی تأییدی احراز وپایایی آن ازطریق آلفای کرونباخ، 74/0 به دست آمد. تجزیه و تحلیل داده‌ها در دو سطح آمار توصیفی و استنباطی با استفاده از spss انجام گرفت. نتایج آزمون MONOVA نشان می‌دهد که روش پژوهش گروهی و جیگ ساو، نسبت به روش آموزش سنتی در افزایش خودکارآمدی دانش‌آموزان اثربخش است. همچنین آزمون تعقیبی LSD نشان داد این روش در مقایسه با روش سخنرانی تأثیر معناداری برخودکارآمدی و مقیاس‌های مرتبط با آن دارد.
The purpose of recent research was to compare the effect of cooperative learning patterns on learner’s self- efficiency in “Religion and life” of the trade school in second grade students. The statistics of this quasi-empirical research were trade schools’ pupils of Ardebil second region. A trade school was selected by multi-steps cluster random sampling and then two experimental groups and one control group was selected. There were 76 participants in this research: 27participants in the group research, 26 participants in jigsaw, and 23 participants in lecturer. The data instruments were the general self- efficiency test “sherer, 1987”. The validity of this research was shown by the confirmed factorial analysis and its validity was obtained 0.74 by Cranach alpha. Data analysis was done in two descriptive and inference statistics levels by Spss. MONOVA test results showed that the group research method and Jigsaw effectively increased pupils’ self -efficiency in comparison with the traditional education. Also LSD showed this method has a meaningful effect on self- efficiency and its related measures in comparison with the lecturer method.
Adeyemi, A. Babatunde (2008). Effects of Cooperative Learning and Problem-Solving Strategies on Junior Secondary School Students Achievement in Social Studies, Electronic Journal of Research in Educational sychology, No16, Vol6 (3), PP : 691-708.
Attle Simon, Baker Bob (2007). Cooperative Learning in a Competitive Enviroment : Classroom Applications, International Journal of Teaching and
Bandura, Albert (1994). Self Efficacy, Encyclopedia of human Behavior, Stanford Uiversity, Vol. 4, PP. 71-81.
Bandura, Albert (1996). Multifaceted Impact of Self-Efficacy Beliefs On Academic Functioning, Stanford University, Vol. 67, N. 3.
Choi, Jin Nam, Price, H. Richard, and Vinkuy, D.Amiramd (2003). Self-Efficacy Changes in Groups Effects of Diversity, Leadership, and Group Climate, Journal of Organizational Behavior. 24, 357-372.
Effandi Zakaria, Zanaton Iksan (2006). Promoting Cooperative Learning In Science And Mathematics Education : A Malaysian Perspective, Universiti Kebangsan, Selangor, MALASIA.
Geravand, parivash (2005). Work to strengthen the impact of cooperative learning on the academic achievement of individual and group lessons in English, the students' third year in Karaj city, university. [persian]
Hanze, Martin, Berger, Roland (2007). Cooperative Learning, Motivational, Effects, and Student Characteristics, An Exprimental Study Compearing Cooperative Learning and Direct Instruction in 12 Grade Physics Classes, University of Kassel Germany, 17, 29 - 41.
Henjes, Elisabet (1999). The Effect of Cooperative Learning on The Spelling Achievement of Forth Grade Students, Rowan University.
Hills, Howard (2001). Team - Based Learning, England Published by : Gower
Imam. Syed Sohail (2007). Sherer Al. General Self - Efficacy :Scale Dimensionality, Internal Consistency And Pedagogy, Culture, Knowledge and Anderstanding Conference, Singapore.
Johnson, T. Roger, Johnson, W. David, Shider, Bill (2001). The Impact on Achievement in Cooperative Learning Groups, University of Minesota and Iowa, The Journal of Social Psychology. 129 (3), 389 - 397.
Karmi , moslem (2008). Effects of collaborative teaching model (design, performance, team teaching, project team members and project performance analysis) on student achievement Tripod third, fourth and fifth regions Falard education, research, and education organization Chahar Bakhtiari. [persian]
Keithj. Topping (2005). Trends In Peer Learning, University of Dundee, Scotland, Educational Psychology, Vol. 25, No. 6. PP, 631 - 645
keyhan moghanlo, akbar(2007). The effects of cooperative learning on the development of social skills in second year high school course on Wiki, Faculty of Humanities, University of Kashan. [persian]
Learning in Higher Education, Vol. 19. No. 1. 77-83 Keramati , mohammareza,(2002). The effects of cooperative learning on the development of social skills and academic achievement in elementary fifth-grade math students in Mashhad 82 to 1381 academic year, the Faculty of Psychology and Educational Sciences, Tarbiat Moallem University of Tehran.
Marlyn. M. Griffin, Bryan. W. Griffin (1998). An Investigation of the effects of reciprocal Peer Tutoring on Achievement,Self-Efficacy And Test Anexiety,Georgia Southern University, Contemporary Education Psychology, No23, pp. 298 - 318. .
Meng, Ruisi (2005). Cooperative Learning, US - China Foreigen Language : Shenzhen University, Vol. 3, N. 10.
Mohyuddin, Rahil, etal(2006). The Relationship Between Student's Self-Efficacy and Their English Language Achievement. Jurnal Pendidik and Pendidikan, Jil, 21, 61 - 71.
Mokalaf sarband, khalil(2007). Effects of cooperative learning (Sao jig type) growth of social skills and academic achievement in secondary schools in the city of Ardabil 86 to 1385 academic year, the Faculty of Science Teacher Education and Psychology, University of Tehran.
Newman G. Ruth (1974). Groups In Schools, Publish Edby Simon And Schuster Rockefeller Center. New York, Manufactured In United States Of America. Publishing Company.
Shahmari soha, fazayel(2008). A comparison of personality characteristics and academic performance of students with high and low self-efficacy in pre-university course in Ardabil region 2, Department of Psychology and Social Sciences, Azad University Central Tehran. [persian]
Slavin. R. E. (1995). Research On Cooperative Learning And Ahievement What We Know, What We Need to Know, Center For Research On The Education On Students Placed At risk, Johns Hopkins Univercity.
Soltani, akbar(2008). Impact on the development of collaborative learning social skills help students learn science in the first year Hashtrood, Faculty of Psychology and Educational Sciences, University of Tabriz. [persian]
Tanel, Zafar and Erol, Mustafa (2008). Effects of Cooperative Learning on Instructing Magnetism : Analysis of Experimental Teaching Sequence, Departmant of Physics Education, University of Izmir, Turkey.
Wedcliffe, Keren (2007). The Effect of Role Models on the Self - Efficacy of the Child in the Middle Childhood Years, University of Pretoria,Faculty of Humanities.
Wing, Chan -com (2004). Using Jigsaw II in Teacher Education Programmes, Hong Kong Teacher Journal, Vol. 3.