تأثیر اشیا یادگیری بر پیشرفت تحصیلی و خودکارآمدی دانش‌آموزان
محورهای موضوعی : فن‎آوری اطلاعات
علیرضا بادله
1
(استادیار،گروه علوم‌تربیتی، پردیس دکتر شریعتی ساری، دانشگاه فرهنگیان مازندارن، ایران)
فاطمه چیتی
2
(دانشجوی کارشناسی ارشد تکنولوژی آموزشی دانشگاه آزاد تهران، تهران، ایران)
کلید واژه: خودکارآمدی, پیشرفت تحصیلی, اشیا یادگیری,
چکیده مقاله :
پژوهش حاضر با هدف تأثیر اشیا یادگیری بر پیشرفت تحصیلی و خودکارآمدی دانش‌آموزان پایه دوم ابتدایی شهر مشهد در درس علوم انجام گرفت. جامعه‌ی آماری شامل 30 دانش آموز دختر پایه دوم ابتدایی شهر مشهد در سال تحصیلی 98-1397 بودند که به صورت تصادفی ساده در 2 گروه 15 نفری آزمایش و کنترل قرار گرفتند. گروه آزمایش با استفاده از اشیای یادگیری و گروه کنترل به صورت سنتی آموزش داده شدند. در این پژوهش از پرسشنامه خودکارآمدی جینک و مورگان و آزمون محقق ساخته درس علوم استفاده شد. روایی پرسشنامه درس علوم که مطابق با سطوح دانش و فهم و کاربرد از سطوح شناختی کتاب علوم پایه دوم ابتدایی بود، به تأیید متخصصان و اساتید رسیده و پایایی آزمون خودکارآمدی برابر با 82/0 بود. همچنین نتایج ضریب دشواری و ضریب تمییز سوالات علوم حکایت از استاندارد بودن آزمون داشت. به منظور تجزیه و تحلیل اطلاعات، از آزمون شاپیرو ویلک، تحلیل کواریانس به‌کمک نرم‌افزار21 SPSS استفاده شد. یافته‌های پژوهش نشان‌داد که اشیا یادگیری بر پیشرفت تحصیلی و خودکارآمدی دانش‌آموزان پایه دوم ابتدایی شهر مشهد در درس علوم تأثیر داشته و باعث افزایش پیشرفت تحصیلی و بهبود خودکارآمدی دانش‌آموزان دوم ابتدایی شهر مشهد می‌گردد.
The purpose of this research was to investigate the effect of learning objects on academic achievement and self-efficacy. The statistical population included 30 female in the second-grade elementary school in Mashhad in the year 1397-98 which They were simple randomly divided to two experimental and control groups of 15 individuals. The experimental group was traditionally trained using learning objects and the control group. In the research, Jinks & Morgan self-efficacy questionnaire and the researcher-made test of science lesson were used. The validity of the science course questionnaire, which was in accordance with the levels of knowledge, understanding and application levels of the cognitive levels of second grade elementary science textbook approved by experts and professors and the reliability of the self-efficacy test was 0.82. In addition, the findings of the difficulty coefficient and the differentiation coefficient related to science questions indicated that the test was standard. Analyzing the data, Shapiro Wilk test, covariance analysis using software SPSS-21 was used. The research findings show that learning objects affect the academic achievement and self-efficacy of second grade elementary school students in Mashhad in science lesson and increase academic achievement and improve the self-efficacy of second grade elementary school students in Mashhad.
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