اثربخشی طراحی آموزشی چندرسانه‌ای مبتنی بر نظریه بار شناختی بر پیشرفت تحصیلی و خودپنداره دانش‌آموزان در درس علوم پایه پنجم
محورهای موضوعی : آموزش و پرورش
سپیده صفرپور دهکردی
1
(
گروه تکنولوژی آموزشی،واحد شیراز،دانشگاه آزاد اسلامی،شیراز ،ایران
)
اقدس شکری
2
(
گروه تکنولوژی آموزشی،واحدشیراز،دانشگاه آزاداسلامی،شیراز،ایران
)
کلید واژه: دانش‌آموزان پایه پنجم, طراحی آموزشی چند رسانه ای مبتنی بر نظریه بار شناختی, پیشرفت تحصیلی, خودپنداره,
چکیده مقاله :
مقدمه و هدف: این پژوهش با هدف بررسی اثربخشی طراحی آموزشی چندرسانه‌ای مبتنی بر نظریه بار شناختی بر پیشرفت تحصیلی و خود پنداره دانش‌آموزان در درس علوم پایه پنجم انجام شد. روش شناسی پژوهش: روش پژوهش از نوع آزمایشی با طرح پیش‌آزمون و پس‌آزمون، برای هر دو گروه آزمایش و کنترل بود. جامعه آماری پژوهش حاضر را تمامی دانش‌آموزان پسر پایه پنجم ابتدایی ناحیه یک شیراز در سال تحصیلی 1401-1400 تشکیل دادند که تعداد آن ها با رجوع به اداره آموزش و پرورش شهر شیراز حدود 2000 نفر برآورد شده است. 60 نفر از دانش‌آموزان مورد مطالعه، به روش نمونه‌گیری هدفمند به عنوان نمونه انتخاب شدند. ابزار مورد استفاده در این پژوهش، پرسشنامه خودپنداره چن و تامپسون و آزمون پیشرفت تحصیلی درس علوم بوده است. روایی صوری و محتوایی پرسشنامه توسط خبرگان و اهل فن و پایایی با روش آلفای کرونباخ مورد تأیید قرار گرفت. برای تحلیل داده‌ها از آمار توصیفی (میانگین و انحراف استاندارد) و از آمار استنباطی (تحلیل کوواریانس یک متغیری و چند متغیری) استفاده شد. یافته ها: نتایج پژوهش حاکی از آن بود که آموزش با استفاده از برنامه آموزشی چندرسانه‌ای مبتنی بر نظریه بار شناختی به دانش‌آموزان، 2/15 درصد واریانس پیشرفت تحصیلی و 1/25 درصد واریانس خودپنداره را تبیین می‌کند. بحث و نتیجه گیری: نتایج نشان داد که دانش‌آموزانی که از برنامه آموزشی چندرسانه ای مبتنی بر نظریه بار شناختی استفاده کرده‌اند، از لحاظ پیشرفت تحصیلی و خودپنداره وضع بهتری نسبت به سایر دانش‌آموزان داشتند.
Introduction: This research was conducted with the aim of investigating the effectiveness of multimedia educational design based on cognitive load theory on the academic progress and self-concept of students in the fifth grade science course. research methodology: The research method was experimental with a pre-test and post-test design for both experimental and control groups. The statistical population of the present study was made up of all the male students of the fifth grade of elementary school in district one of Shiraz city in the academic year of 2021-2022, whose number is estimated to be around 2000 people, referring to the education department of Shiraz city. Sixty of the students under study were selected as a sample through purposive sampling method. The tools used in this research were the Chen and Thompson self-concept questionnaire and the academic achievement test of the science course. The face and content validity of the questionnaire was confirmed by experts and technical people, and the reliability was confirmed through Cronbach's alpha method. Descriptive statistics (mean and standard deviation) and inferential statistics (univariate and multivariate covariance analysis) were used to analyze the data. Findings: The results of the research indicated that the education through a multimedia educational program based on cognitive load theory explains 15.2% of the variance of academic achievement and 25.1% of the variance of self-concept. Conclusion: The results indicated that the students who used the multimedia educational program based on cognitive load theory had a better situation than other students in terms of academic progress and self-concept.
Abdi, A. (2019). Efficiency of instruction based on the effects of cognitive load on the experimental sciences Case Study: experimental science of elementary third grade. Research in Curriculum Planning, 16(61), 115-126 (In Persian)
Abdi, A., & Rostami, M. (2018). The effect of instruction based on cognitive load theory on academic achievement, perceived cognitive load and motivation to learning in science courses. Journal of Instruction and Evaluation, 10(40), 43-67 (In Persian)
Akhgar, M., & Khalili, M. (2021). The effectiveness of multimedia teaching design based on the theory of cognitive load on fifth grade students' learning of mathematics. National conference of professional research in psychology and counseling with the approach from the teacher's point of view, Minab (In Persian)
Akinbadewa, B. O. (2020). The Effect of Multimedia Instructional Packages on Students' Academic Achievement in Biology. International Online Journal of Education and Teaching, 7(4), 1266-1281.
Arens, A. K., Jansen, M., Preckel, F. Schmidt, I., & Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research. 91(1): 34-72.
Astudillo, M. V., & Martín-García, A. V. (2020). Activity Theory: Fundamentals for Study and Design of Blended Learning. Cadernos de Pesquisa, 50, 515-533.
Azizian kohan, N., Dehghani, M., Momenifar, F. (2021). The Impact of Academic Self-Concept on Academic Enthusiasm with Mediator Role of Sports Participation Motivation Among Student. Journal of School Psychology, 10(1), 116-131 (In Persian)
Deringöl, Y. (2018). Mathematics Attitudes and Academic Self-Concepts of Gifted and Talented Students. Acta Didactica Napocensia, 11(2): 79-88.
Hussein Baglou Biqlu, K., Piri, M., Yari, J., & Rezaei, A. (2019). Designing a Multimedia Instruction based on Sweller's Cognitive Load Theo-ry And Determining Its Effect on the Engagement and Transfer of Math Learning Among Third Grade Primary School Learners. Research in School and Virtual Learning, 6(4), 31-44 (In Persian)
Keshtvarz Kendazi E., Salehi M. R. & Esmaeeili B. (2019). The effectiveness of teaching metacognitive strategies on students' self-concept and academic performance. Education Research, 6(21), 17-31 (In Persian)
Kiat, T. Y., Jumintono, E. S. K., Sugiri, E. H., Anggarini, Y., & Rofik, M. (2020). The Effectiveness of Multimedia Learning on Academic Achievement in Reproduction Topic Science Subject. Universal Journal of Educational Research, 8(8), 3625-3629.
Minkley, N., Xu, K. M., & Krell, M. (2021). Analyzing relationships between causal and assessment factors of cognitive load: associations between objective and subjective measures of cognitive load, stress, interest, and self-concept. In Frontiers in Education, 6(53).
Moradi, R., Khazai, A., Ahmadi, A. (2017). The impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematics. Journal of Learning Disabilities, 6(4), 126-152 (In Persian)
Mtebe, J. S., Mbwilo, B., & Kissaka, M. M. (2016). Factors Influencing Teachers Use of Multimedia Enhanced Content in Secondary Schools in Tanzania. International Review of Research in Open and Distributed Learning, 17(2), 65- 84.
Nowrozi, D., & Razavi, S A. (2019). Basics of educational design. Tehran: Samit Publications.
Rezazadeh Shermeh, M., & Hashemi, S. (2020). Comparing the Effect of Cognitive Load Theory, Multimedia and Speech Teaching Methods on Learning Students in Science Courses. Research in School and Virtual Learning, 8(2), 93-103 (In Persian)
Rostami, M., Talepasand, S., & Mohammadyfar, M. (2017). The Development and Effectiveness of Cognitive Load Theory Group Teaching on Algebra Concept, the Perceived Cognitive Load, Achievement Behaviors and Efficiency in Learning (In Persian)
Teimouri, L., Rezaei, A., Mohammadzadeh, A. (2020). A comparative study of hope, academic achievement motivation, and academic self-concept among students with and without learning disabilities. Journal of Learning Disabilities, 9(2), 7-35 (In Persian)
Young, J. Q., O’Sullivan, P. S., Ruddick, V., Irby, D. M., & Ten Cate, O. (2017). Improving handoffs curricula: instructional techniques from cognitive load theory. Academic Medicine, 92(5), 719.
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Abdi, A. (2019). Efficiency of instruction based on the effects of cognitive load on the experimental sciences Case Study: experimental science of elementary third grade. Research in Curriculum Planning, 16(61), 115-126 (In Persian)
Abdi, A., & Rostami, M. (2018). The effect of instruction based on cognitive load theory on academic achievement, perceived cognitive load and motivation to learning in science courses. Journal of Instruction and Evaluation, 10(40), 43-67 (In Persian)
Akhgar, M., & Khalili, M. (2021). The effectiveness of multimedia teaching design based on the theory of cognitive load on fifth grade students' learning of mathematics. National conference of professional research in psychology and counseling with the approach from the teacher's point of view, Minab (In Persian)
Akinbadewa, B. O. (2020). The Effect of Multimedia Instructional Packages on Students' Academic Achievement in Biology. International Online Journal of Education and Teaching, 7(4), 1266-1281.
Arens, A. K., Jansen, M., Preckel, F. Schmidt, I., & Brunner, M. (2021). The Structure of Academic Self-Concept: A Methodological Review and Empirical Illustration of Central Models. Review of Educational Research. 91(1): 34-72.
Astudillo, M. V., & Martín-García, A. V. (2020). Activity Theory: Fundamentals for Study and Design of Blended Learning. Cadernos de Pesquisa, 50, 515-533.
Azizian kohan, N., Dehghani, M., Momenifar, F. (2021). The Impact of Academic Self-Concept on Academic Enthusiasm with Mediator Role of Sports Participation Motivation Among Student. Journal of School Psychology, 10(1), 116-131 (In Persian)
Deringöl, Y. (2018). Mathematics Attitudes and Academic Self-Concepts of Gifted and Talented Students. Acta Didactica Napocensia, 11(2): 79-88.
Hussein Baglou Biqlu, K., Piri, M., Yari, J., & Rezaei, A. (2019). Designing a Multimedia Instruction based on Sweller's Cognitive Load Theo-ry And Determining Its Effect on the Engagement and Transfer of Math Learning Among Third Grade Primary School Learners. Research in School and Virtual Learning, 6(4), 31-44 (In Persian)
Keshtvarz Kendazi E., Salehi M. R. & Esmaeeili B. (2019). The effectiveness of teaching metacognitive strategies on students' self-concept and academic performance. Education Research, 6(21), 17-31 (In Persian)
Kiat, T. Y., Jumintono, E. S. K., Sugiri, E. H., Anggarini, Y., & Rofik, M. (2020). The Effectiveness of Multimedia Learning on Academic Achievement in Reproduction Topic Science Subject. Universal Journal of Educational Research, 8(8), 3625-3629.
Minkley, N., Xu, K. M., & Krell, M. (2021). Analyzing relationships between causal and assessment factors of cognitive load: associations between objective and subjective measures of cognitive load, stress, interest, and self-concept. In Frontiers in Education, 6(53).
Moradi, R., Khazai, A., Ahmadi, A. (2017). The impact of math skills education in educational multimedia environment on self-concept and learning of students with disabilities in learning mathematics. Journal of Learning Disabilities, 6(4), 126-152 (In Persian)
Mtebe, J. S., Mbwilo, B., & Kissaka, M. M. (2016). Factors Influencing Teachers Use of Multimedia Enhanced Content in Secondary Schools in Tanzania. International Review of Research in Open and Distributed Learning, 17(2), 65- 84.
Nowrozi, D., & Razavi, S A. (2019). Basics of educational design. Tehran: Samit Publications.
Rezazadeh Shermeh, M., & Hashemi, S. (2020). Comparing the Effect of Cognitive Load Theory, Multimedia and Speech Teaching Methods on Learning Students in Science Courses. Research in School and Virtual Learning, 8(2), 93-103 (In Persian)
Rostami, M., Talepasand, S., & Mohammadyfar, M. (2017). The Development and Effectiveness of Cognitive Load Theory Group Teaching on Algebra Concept, the Perceived Cognitive Load, Achievement Behaviors and Efficiency in Learning (In Persian)
Teimouri, L., Rezaei, A., Mohammadzadeh, A. (2020). A comparative study of hope, academic achievement motivation, and academic self-concept among students with and without learning disabilities. Journal of Learning Disabilities, 9(2), 7-35 (In Persian)
Young, J. Q., O’Sullivan, P. S., Ruddick, V., Irby, D. M., & Ten Cate, O. (2017). Improving handoffs curricula: instructional techniques from cognitive load theory. Academic Medicine, 92(5), 719.