مقایسة اثر بحث گروهی از طریق رسانه اجتماعی و بحث گروهی در کلاس درس بر آگاهی، نگرش و رفتار بهداشتی دانشآموزان دختر نوجوان
محورهای موضوعی : پژوهش در برنامه ریزی درسیسیدعباس رضوی 1 , مرضیه کلبعلی 2 , غلامحسین رحیمی دوست 3
1 - استادیار گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.
2 - کارشناسی ارشد تحقیقات آموزشی، دانشگاه شهید چمران اهواز، اهواز، ایران.
3 - استادیار گروه علوم تربیتی، دانشگاه شهید چمران اهواز، اهواز، ایران.
کلید واژه: فناوری آموزشی, رسانه اجتماعی, فناوری نوین ارتباطی, بحث گروهی, نوجوانان, شبکه اجتماعی, آموزش بهداشت,
چکیده مقاله :
هدف این پژوهش، مقایسه تأثیر آموزش بهداشت از طریق بحث گروهی در رسانه‌های اجتماعی و بحث در کلاس، بر آگاهی، نگرش و رفتار بهداشتی دانشآموزان نوجوان بود. روش پژوهش، تجربی بود و از طرح پیش‌آزمون ـ پس‌آزمون با گروه گواه استفاده شد. بدین منظور ۴۰ دانشآموز دختر دوره اول متوسطه شهر آبادان با روش نمونه‌گیری خوشه‌ای انتخاب شدند و با روش تخصیص تصادفی در گروه‌های آزمایش و گواه قرار گرفتند. گروه آزمایش 10 جلسه (۵ جلسه آموزش به شیوة توضیحی در کلاس و 5 جلسه بحث گروهی از طریق رسانه اجتماعی) دریافت کرد. به گروه گواه آموزش نیز 10 جلسه (5 جلسه به شیوة توضیحی در کلاس و 5 جلسه بحث حضوری در کلاس) آموزش ارائه شد. ابزار اندازه‌گیری، آزمون و پرسشنامه محقق ساخته بود. قبل از اجرا، از روایی و پایایی پرسشنامه اطمینان حاصل شد. ضریب آلفای کرونباخ برای خرده مقیاس‌های آگاهی، نگرش و رفتار بهداشتی به ترتیب 73/0، 81/0 و 90/0 به دست آمد. داده‌ها به روش تحلیل کوواریانس چند متغیره (مانکوا) تحلیل شد. نتایج نشان داد نمرات آگاهی، نگرش و رفتار بهداشتی گروه آزمایش نسبت به گروه گواه در مرحله پس‌آزمون با کنترل پیش‌آزمون تفاوت معنی‌داری دارد. بر اساس یافته پژوهش می‌توان گفت بحث گروهی از طریق رسانه اجتماعی در مقایسه با بحث کلاسی مؤثرتر بوده است.
The main objective of this study was to compare learning health knowledge, attitude, and behavior through social media discussion vs classroom discussion. In this experimental design with control group, 40 girl students in 7th grade of secondary schools in Abadan were selected with cluster sampling and group's random assignment experimental and control. The experimental group received five sessions of presentations in class plus five groups discussion via social media. the control group received same instruction through classroom presentation and discussion. A researcher-made questionnaire was used. Questionnaire validity was confirmed by experts. Its reliability was approved by Cronbach test (calculated alpha for knowledge, attitudes, and behavior subscale was 0.73, 0.81, and 0.90). The pre-test and post-test data were analyzed by multivariate analysis of covariance (MANCOVA) method. Results showed significant differences between experimental and control groups on health knowledge, attitudes, and behavior. It revealed that for adolescents’ health education, discussion thorough social media is more effective than classroom discussion.
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