اثربخشی آموزش راهبردهای یادگیری تعاملی بر یادگیری خودراهبر، خودتنظیمی و ارزشگذاری تکالیف دانش‌آموزان

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی دانشگاه پیام نور

2 کارشناسی ارشد تاریخ و فلسفه اموزش و پرورش

3 رییس گروه فناوری اطلاعات اداره کل اموزش و پرورش استان کرمان

چکیده

تحقیق حاضر با هدف بررسی اثربخشی آموزش راهبردهای یادگیری تعاملی بر یادگیری خودراهبر، خودتنظیمی و ارزشگذاری تکالیف دانش‌آموزان پسر پایه ششم ابتدایی شهرستان بندر خمیر انجام شد.  پژوهش یک مطالعه نیمه آزمایشی با طرح پیش‌آزمون-پس‌‌آزمون با گروه کنترل بود. که از بین جامعه آماری یک نمونه 40 نفری  روش نمونه گیری تصادفی خوشه ای دو مرحله ای انتخاب و صورت تصادفی در دو گروه آزمایش 20 نفر و در گروه کنترل 20 نفر قرار داده شدند. ابزار اندازه گیری سه پرسش نامه یادگیری خودراهبر  فیشر و همکاران (2001)، پرسشنامه خودتنظیمی   بوفارد و همکاران ( 1995) ،پرسشنامه ارزشگذاری تکالیف پینتریج، و همکاران(1991)   و  پروتکل آموزشی جیک ساو (2020) که در 10 جلسه آموزشی با فراوانی هر هفته 1 جلسه و هر جلسه 90 دقیقه به گروه آزمودنی آزمایش آموزش داده شد.پس از تدوین فرضیات تحقیق،جهت تحلیل داده های تحقیق که توسط نرم افزار SPSS انجام پذیرفت، نتایج حاصل از تجزیه و تحلیل داده ها نشان داد که استفاده از آموزش راهبردهای یادگیری تعاملی برای دانش‌آموزان به طور معناداری میزان یادگیری خودراهبر،خودتنظیمی و ارزشگذاری تکالیف در آنها را بهبود می بخشد و این تاثیرگذاری هم به صورت کلی و هم به صورت جزئی مورد تایید بوده است.باتوجه به یافته های تحقیق پیشنهاد می شود،استفاده از آموزش راهبردهای یادگیری تعاملی در کارگاه های آموزشی و تربیتی بیش از پیش مورد توجه معلمان، مربیان پرورشی و والدین قرار گیرد.

کلیدواژه‌ها

عنوان مقاله [English]

The Effectiveness of Teaching Interactive Learning Strategies on Self-Directed Learning, Self-Regulation and Assignment Value in Students

نویسندگان [English]

  • Saeideh Khojasteh 1
  • Yasin sofari 2
  • Jalil Khojasteh 3
1 prof assistant in education in payam noor university
2 M.A in history and philosophy of education
3 Head of Information Technology Department, General Directorate of Education, Kerman Province
چکیده [English]

The present study proposed to investigate the effectiveness of teaching of interactive learning strategies on self-directed learning, self-regulation, and homework evaluation among sixth-grade male elementary school students in Bandar Khamir city. The research was a quasi-experimental study with a pretest-posttest design with a control group. From the statistical population, a sample of 40 people was selected using a two-stage cluster random sampling method and randomly assigned to two experimental groups of 20 people and a control group of 20 people. The measurement tools were the three self-directed learning questionnaires of Fisher et al. (2001), the self-regulation questionnaire of Bouffard et al. (1995), the homework evaluation questionnaire of Pintrich et al (1991), and the jakesaw educational protocol (2020), which were taught to the experimental group in 10 training sessions with a frequency of 1 session per week and each session lasting 90 minutes. After formulating the research hypotheses, the results of the data analysis, which was conducted using SPSS software, showed that the use of interactive learning strategies training for students significantly improves the level of self-directed learning, self-regulation, and homework evaluation in them, and this effectiveness has been confirmed both in general and in detail. According to the research findings, it is suggested that the use of interactive learning strategies training in educational and training workshops should be given more attention by teachers, educational coaches, and parents.

کلیدواژه‌ها [English]

  • Interactive Learning
  • Self-Directed Learning
  • Self-Regulation
  • Assignment Value
  • Jigsaw Method

مراجع

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سابقه مقاله

  • تاریخ دریافت: 07 آذر 1404
  • تاریخ بازنگری: 17 دی 1404
  • تاریخ پذیرش: 10 بهمن 1404
  • تاریخ اولین انتشار: 01 اسفند 1404
  • تاریخ انتشار: 01 اسفند 1404

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