تأثیر آموزش مدیریت زمان بر خودراهبری در یادگیری دانش‌آموزان دختر پایه اول دوره دوم متوسطه
محورهای موضوعی : پژوهش در برنامه ریزی درسی
فریبا کریمی
1
(استادیار دانشکده علوم تربیتی، واحد خوراسگان (اصفهان)، دانشگاه آزاد اسلامی، اصفهان، ایران)
زهرا دلاور
2
(کارشناس ارشد مدیریت آموزشی، واحد اصفهان (خوراسگان)، دانشگاه آزاد اسلامی، اصفهان، ایران)
کلید واژه: خود تنظیمی در یادگیری, رغبت برای یادگیری, خود مدیریتی, خودراهبری در یادگیری, مدیریت زمان, خود کنترلی,
چکیده مقاله :
پژوهش حاضر با هدف تأثیر آموزش مدیریت زمان بر خودراهبری در یادگیری دانش‌آموزان دختر پایه اول متوسطه انجام شده است. روش پژوهش نیمه تجربی و طرح پژوهش پیش آزمون پس آزمون با گروه کنترل بوده است. روش نمونه گیری تصادفی خوشه‌ای بود. به این منظور یکی از مدارس متوسطه دخترانه منطقه فلاورجان که به صورت تصادفی انتخاب شد، دو کلاس اول 30 نفره انتخاب و به صورت تصادفی یک کلاس در گروه آزمایش و دیگری در گروه کنترل قرار گرفت. ابزار گردآوری اطلاعات پرسشنامه خودراهبری در یادگیری (Fisher et al ,2001) بود که روایی سازه، محتوایی و صوری آن در سوابق پژوهشی بررسی و تأیید شده بود، روایی صوری مجدداً نیز بررسی و تأیید شد. پایایی آن برحسب ضریب آلفای کرونباخ 81/0 محاسبه شد. هر دو گروه به پرسشنامه خودراهبری در یادگیری به عنوان پیش آزمون پاسخ دادند. سپس مدیریت زمان در 8 جلسه 5/1 ساعته طی یک ماه به گروه آزمایش آموزش داده شد و در پایان هر دو گروه در معرض پس آزمون قرار گرفتند. داده‌ها با استفاده از تحلیل کوواریانس مورد تجزیه و تحلیل قرار گرفت. یافته‌ها حاکی از آن بود که میانگین نمرات کل خودراهبری در یادگیری و مؤلفه‌های آن (خودمدیریتی، رغبت برای یادگیری و خودکنترلی) در گروه آزمایش در پس آزمون نسبت به پیش آزمون افزایش یافته است. در نتیجه آموزش مدیریت زمان بر افزایش خودراهبری در یادگیری و مؤلفه‌های آن تأثیر داشته است.
The present study was conducted to measure the effect of teaching Time Management on self-directed learning in the first-grade high school girl students. The research method was semi experimental and the research design was pretest-posttest with the control group. The used sampling method was randomized cluster. To this end, two classes, with 30 students each, were randomly selected as “Experimental” and “Control” from a girls’ high school in Falavargion region. The data collection instrument comprised a self-directed learning questionnaire (Fisher et al, 2001) which its face, content, and construct validities had been measured .the reliability of which, also, by means of Cronbach's Alpha, was calculated as 0.81. Both groups responded to the self-directed learning questionnaire as pretest. Then, Time Management was taught to the experimental group, in eight sessions of 1.5 hours each, over a one-month period. Next, both groups were administered a post-test. The data were analyzed using Analysis of Covariance. The findings indicated that the mean scores for self-directed learning and their elements (i.e. self-management, motivation to learn and self-control) increased in the experimental group on the post-test compared to those on the pre-test. Consequently, teaching Time Management improved self-directed learning and its elements.
Abadi, A & Jahaniyan najafabadi, A. (2010). Administrative skills in school (planning, organization, time management, attention, memory, and metacognition homework). Isfahan: Publication best ideas.
Abdullah MH. (2001). Self-directed learning [Eric digest No. 169]. Bloomington, in: ERIC clearinghouse on reading, English, and communication digest. ERIC document reproduction service. 2001. [ED459458].
AminiZarar, M. (2008). The relation between self- regulated learning strategies, motivational beliefs, and students' academic achievement, Quarterly Journal of New Thoughts on Education, 4(4): 123-136 (Persian).
Arefi, M., Karimi, F & Goharan, H. (2009). The relationship between emotional intelligence and management time management in Esfahan Steel Co, Research in Curriculum Planning A Quarterly Journal Of Science and Research, 6(24): 85-102 (Persian).
Camahalan, F.M.G. (2006). Effects of self-regulated learning on mathematics achievement of selected Southeast Asian Children, Journal of Instructional Psychology, v33 n3 p194-205.
Fisher M, King J, Tague G. (2001). Development of a self- directed learning readiness scale for nursing education. Nursing Education Today, 21(7): 516-25.
Gibbons M. (2002) .The Self-Directed Learning Handbook; Challenging Adolescent Student to Excel, San Francisco, CA: Joosy-Bass.
Gordanshekan, M. (2008). Effect of critical thinking, problem solving and meta-cognitive on students' self-learning, M.A thesis, University of Islamic Azad Isfahan (Khorasgan) Branch.
Gordanshekan, M., Yarmohammadian, M.H & Ajami, S. (2010). The effect of teaching meta-cognition package on self-directed learning in medical records students of Isfahan University of Medical Sciences, Iranian Journal of Medical Education, 10(2): 131-140 (Persian).
Jinhua G, Yuling N, Jianwei L. (2008). The Relationship between Time Management Disposition_Self-esteem and Achievement Motivation on High School Students in Grade Three. China Journal
Kajbaf, M., Molavi, H & shirazi Tehrani, A.R. (2003). Study of the relationship between motivational beliefs and self- regulated learning strategies, and academic performance among high school students, Advances in cognitive Science, 5(1): 27-33 (Persian).
Karlos, H & Rashmi, M. (2005). Learning for the new millennium, Challenges of education in the twenty-first century. Translation: Keyghobadi, M., Boshehri, A. R & Vahidimotlagh, Tehran: Defence Industries Training and Research Institute, Center for Research and Strategic Planning.
Knowles MS, Holton EF, Swanson RA. (2008). the Adult Learner. The Definitive Classic in Adult Education and Human Resource Development. Franco Angeli Group, Milano
Laket, J. (2011). Effective management. Translation: Alavi, A., Tehran: State Management Training Center Publications.
Nadi, M. A & Sajadian, I. (2006). Standardization of self- directed learning reading scale on girls student of Isfahan high schools, Quarterly Journal of Educational Innovations, 5(18): 111-134 (Persian).
Nadi, M.A. (2003). Assessment of students' self-directed learning readiness in Medical and Dentistry Students' Isfahan University of Medical Sciences, M.A thesis, University of Islamic Azad Isfahan (Khorasgan) Branch.
Nadi, M.A. & Kazemi, E. (2005). Self-directed Learning in Multiple-grade Classes, Science & Research in Educational Sciences., 2(5-6): 129-146 (Persian).
Nadi, M.A., Gordanshekan, M & Golparvar, M. (2010). Effect of critical thinking, problem solving and meta-cognitive on students' self-learning, Curriculum Planning, 8(28-29): 53-61(Persian).
Namdarpour, F. (2009). The relationship between self-regulation learning and educational skills and academic achievement among students of IAU Khomeinishahr Branch, Quarterly Innovation in Management Education (Journal of Modern Thoughts in Education), 4(1): 137-152 (Persian).
Pintrich PR, DeGroot EV. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82:33–40. doi:10.1037/0022-0663.82.1.33.
Saketi, P & Taheri , A. (2010). The relationship between time management and academic achievements among bachelor and master students of Shiraz University and Shiraz University of Medical Sciences, Iranian Journal of Medical Education, 10(3): 293-300 (Persian).
Samadi, M. (2004). Investigating the role of students' self-regulation strategies in solving mathematical problems, quarterly journal of educational innovations, 3(7): 79-98 (Persian)
Seo J, Kang S. (2011). The effect of Educational Program for Time Management on Learners’ School achievement. Institute at Soongsil University Seoul, Korea
Terry KPS. (2002). The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy. November 7, 2002. Blacksburg. VA
Winsler, A., de León, J.R., Carlton, M.P., Barry, M.J, Jenkins, T. M., & Carter, K.L. (1997).Components of self-regulation in the preschool years: Developmental stability, validity, and relationship to classroom behavior. Paper presented at the biennial meeting of the Society for Research in Child Development, Washington, DC. (ERIC Doc. # 413 058).
Yukselturk E, Bulut S. (2007). Predictors for student success in an online course .Educational Technology and Society.10 (2), 71-83.
Zali, M. R. (1996). Time management, Journal of Background, 6(60).