بررسی نقش مؤلفه‌های برنامه درسی پنهان در عاطفه نسبت به دانشگاه مطالعه موردی: دانشگاه پیام نور سمنان

محورهای موضوعی : پژوهش در برنامه ریزی درسی

فاطمه بیان فر ¹ (استادیار گروه علوم تربیتی، دانشگاه پیام نور، سمنان، ایران)

تاریخ دریافت : 1392/04/27 تاریخ پذیرش : 1396/02/11 تاریخ انتشار : 1396/09/01

کلید واژه: برنامه درسی پنهان, دانشگاه پیام‌نور, عاطفه نسبت به دانشگاه,

چکیده مقاله :

پژوهش حاضر با هدف تعیین نقش مؤلفه‌های تشکیل‌دهندة برنامه درسی پنهان بر عاطفه دانشجویان نسبت به دانشگاه پیام‌نور صورت گرفت. مفهوم برنامه درسی پنهان به‌ویژه نقش آن در عاطفه نسبت به دانشگاه به‌ندرت برای آموزش از راه دور به کار برده شده است. پرورش‌کاران آموزش عالی بیشترین هدفشان در حوزه شناختی و یا روانی - حرکتی است و کمتر به حوزه عاطفی توجه داشته‌اند. این در حالی است که بسیاری از فعالیت‌های یادگیری متأثر از حوزه عاطفی است. مسئله اصلی این پژوهش آن است که نقش برنامه درسی پنهان در ایجاد برنامه درسی پنهان چیست؟ روش پژوهش از نوع آمیخته (کیفی و کمی) و به‌صورت مطالعه موردی بود. برای انتخاب جامعه آماری و نمونه مورد بررسی با استفاده از روش نمونه‌گیری هدفمند از میان مراکز مختلف، مرکز سمنان انتخاب شد. حجم نمونه برای مشاهده 15 کلاس درس بود و مصاحبه با روش سؤالات باز استانداردشده، 48 دانشجو و مصاحبه از نوع گفت‌وگوهای غیررسمی، تعداد دانشجویان از پیش تعیین شده نبود. ابزارهای پژوهش عبارت بودند از: 1- پرسشنامة محقق ساخته عاطفه نسبت به دانشگاه 2- فرم‌های درجه‌بندی‌شده محقق ساخته مشاهده‌سنج و روش واقعه‌نگاری 3- مصاحبه با روش سؤالات باز استانداردشده و روش گفت‌وگوهای غیررسمی. طول مدت مشاهده 2 ترم تحصیلی بود. به‌منظور تجزیه‌وتحلیل اطلاعات در بخش کمّی از تحلیل اندازه‌گیری مکرر، آزمون تعقیبی شفه، ضریب همبستگی و رگرسیون استفاده شد. نتایج تحلیل رگرسیون نشان داد که ضریب همبستگی چندگانه بین مؤلفه‌های برنامه درسی پنهان و عاطفه نسبت به دانشگاه، برابر با 621/0 بود که در سطح اطمینان 95 درصد معنی‌دار نبود. ضریب تبیین نیز برابر با 385/0 بود. بدین ترتیب مشخص شد که 5/38 درصد عاطفه نسبت به دانشگاه، تحت تأثیر مؤلفه‌های تشکیل‌دهنده برنامه درسی پنهان قرار دارد؛ یعنی ابعاد برنامه درسی پنهان توان پیش‌بینی عاطفه دانشجویان نسبت به دانشگاه را دارند.

چکیده انگلیسی:

The aim of this research was to find the effect of formation items of hidden curriculum on the University-related affect in the students of Semnan Payam-e-Noor University. The research method was case study and mixed. Purposeful sampling was used to select Semnan University. Three different instruments were utilized to obtain the data: 1) The affect of University-related questionnaire 2) Observation checklist 3) The standardized open-ended interview and informal conversational. Several statistical procedures including repeated measures analysis, Scheffe's method and multiple regression were used to analyze the data. The obtained multiple regression analysis result for hidden curriculum, and the affect of university-related was 0.621 which wasn't meaningful at%5 level of significance. Coefficient of determination was 0.385. Thus distinguished that%38.5 of the affect of University-related has been influenced by hidden curriculum.

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