بررسی رابطه رویکردهای سطحی و عمیق مطالعه با مهارت های یادگیری خود محور
محورهای موضوعی : آموزش و پرورش
1 - دکترای تخصصی مدیریت آموزشی، دانشگاه محقق اردبیلی، ایران، اردبیل.
کلید واژه: یادگیری خود محور, رویکرد عمیق مطالعه, رویکرد سطحی مطالعه, مهارت,
چکیده مقاله :
این پژوهش با هدف تحلیل همبستگی بین رویکردهای سطحی و عمیق مطالعه با مهارت های یادگیری خودمحور در بین دانشجویان تربیت معلم انجام گرفته است. روش این پژوهش، همبستگی و جامعه آماری شامل کلیه دانشجویان تربیت معلم شهر تبریز در سال 1397 به تعداد 430 نفر بود. نمونه آماری به کمک جدول کرجسی- مورگان به تعداد 272 نفر برآورد گردید که به کمک روش نمونه گیری تصادفی ساده انتخاب شدند. ابزار گرد آوری داده‌ها شامل دو پرسشنامه استاندارد-پرسشنامه مهارت های یادگیری خود محور- تران (2009) و پرسشنامه -رویکردهای مطالعه - بیگس، کمبر و لانگ (2001) بود که این پرسشنامه در سال 2011 در کشور ترکیه توسط ایلماز و اورهان تصحیح گردیده است. آزمون های آماری مورد استفاده در این پژوهش، تحلیل واریانس یک راهه (آنوا)، تی دو گروه مستقل، ضریب همبستگی پیرسون می باشد. داده ها به کمک نرم افزار SPSS20 مورد تجزیه و تحلیل قرار‌گرفتند. نتایج نشان داد که بین رویکرد عمیق مطالعه با مهارت های یادگیری خودمحور رابطه مثبت معناداری وجود دارد (320/0r = ). اما بین رویکرد سطحی مطالعه با مهارت های یادگیری خودمحور رابطه منفی معناداری وجود دارد (282/0r = -). نتایج آزمون تی نشان داد که مهارت های یادگیری خودمحور و رویکرد سطحی مطالعه بین دانشجویان تربیت معلم زن و مرد اختلاف معناداری دارد (05/0p < ). نتایج آنوا نشان داد که بین گروه‌های مختلف دانشجویان تربیت معلم در مورد مقیاس‌های اندازه گیری تفاوت معناداری وجود ندارد (05/0p > ). رویکرد عمیق مطالعه می‌تواند منجر به افزایش مهارت یادگیری خودمحور شود و مسئولان آموزشی باید راهکارهای لازم را برای ترویج این رویکرد در مراکز تربیت معلم به کار‌گیرند.
The purpose of this study was to analyze the correlation between the superficial and deep approaches of study with self-directed learning skills among teacher education students. The method of this research is correlation. The statistical population includes 430 students of Teacher Training in Tabriz in 2018. A sample of 272 people was estimated using the Kerjesi-Morgan table that were selected through simple random sampling method. The data gathering tool consists of two standard questionnaires: self-centered learning skills questionnaire–Tran (2009) and the study approach questionnaire–Biggs, Kember and Leung (2001). The second questionnaire was modified in 2011 in Turkey by Ilymas and Orhan. The statistical tests used in this research are Anova, T-test and independent groups, Pearson correlation coefficient. Data were analyzed using Spss 20 software. The results showed that there is a positive and significant relationship between the deep study approach and self-centered learning skills (r = 0.320). But there is a negative and significant relationship between the surface study approach to self-centered learning skills (r = -0.282). The results of t-test showed that self-centered learning skills and surface study approach have significant differences between men and women (p < 0.05). Anova results showed that there is no significant difference between the different groups of teacher education students about the measurement scales (p > 0.05). The in-depth study can lead to increased self-directed learning skills and educational authorities should take the necessary steps to promote this approach in teacher training centers.
References
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- Acıkgoz. K.U. (2005). Etkili Ogrenme ve ogretme (6. Baskı), Izmir; Egitim Dunyası Alkıs Yayınları.
- Alipour shafeie .H. (2013). The Role of Motivation and Academic Self-Efficacy and Study Approaches in the Mathematical Progress of Students in Experimental and Mathematical Sciences in Qaen, Modern Educational Thoughts, 8 (4): 81-102. (in persian).
- Batdal Karaduman .G. (2013). The relationship between prospective primary mathematics teachers’ attitudes towards problem-based learning and their studying tendencies; International Journal on New Trends in Education and Their Implications; 4 (4): 145-151.
- Beydogan .O. (2007). Derinligine ve yuzeysel ogrenmede kavram haritaları ve semaların isevi; Milli Egitim Dergisi; 173: 258-270.
- Biggs .JB. (2010). Student approaches to learning and studying; Research monograph; Melbourne, Australia: Australian Council for Educational Research.
- Biggs.J., Kember.D & Leung.D. Y. P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F; British Journal of Educational Psycology; 71(1): 133-149.
- Çiltaş .A. (2019). Egitimde oz-duzenleme ogretiminin onemi uzerine bir calışma; Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitusu Dergisi; 3(5): 1-11.
- Cole.P. G & Chan. L. (2016). Teaching principles and practice; Australia: Prentice Hall.
- Drew .PY &Watkins .D. (2011). Affective variables, learning approaches and academic achievement: A causal modeling investigation with Hong Kong Chinese tertiary students; Br J Educ Psychol; 68(2):173-88.
- Murnane .RJ & Levy .F. (2017). Teaching the new basic skills. Principles for Educating Children to Thrive in a Changing Economy. New York: Free press.
- Pintrich, P. R. (2011). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (Pp. 451-501). San Diego, CA: Academic Press.
- Seyf.A. (2014). Modern Educational Psychology, Learning and Teaching Psychology (Seventh Edition), Tehran: Doran Publications. (in persian).
- Shakorniya .A & Elhampour .H. (2013). Comparison of Study and Learning Approaches of Basic and Clinical Medical Students and its Relationship with Academic Achievement, Journal of Medical Education Development and Research Center, 9 (2): 132-142. (in persian).
- Yılmaz, E., Orhan, R. (2012). İlköğretim öğrencilerinin özyeterlilik düzeylerinin akademik başarı ve bazı değişkinler açısından incelenmesi [A study on self-efficacy levels of primary education students in terms of academic success and some variables], Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Faculty of Education], 12 (23): 371-388.
- Yuksel, M. (2019). The effect of intelligence and academic success on self-perceptions of primary school students. International Online Journal of Education and Teaching (IOJET), 6(4): 906-921.
- Zimmerman.B.J. (2005). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16(1): 307-313.
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References
- Acıkgoz.K. U. (2016). Etkili Ogrenme ve Ogretme. (3. Baskı); Izmir, Egitim Dunyası Yayınları.
- Acıkgoz. K.U. (2005). Etkili Ogrenme ve ogretme (6. Baskı), Izmir; Egitim Dunyası Alkıs Yayınları.
- Alipour shafeie .H. (2013). The Role of Motivation and Academic Self-Efficacy and Study Approaches in the Mathematical Progress of Students in Experimental and Mathematical Sciences in Qaen, Modern Educational Thoughts, 8 (4): 81-102. (in persian).
- Batdal Karaduman .G. (2013). The relationship between prospective primary mathematics teachers’ attitudes towards problem-based learning and their studying tendencies; International Journal on New Trends in Education and Their Implications; 4 (4): 145-151.
- Beydogan .O. (2007). Derinligine ve yuzeysel ogrenmede kavram haritaları ve semaların isevi; Milli Egitim Dergisi; 173: 258-270.
- Biggs .JB. (2010). Student approaches to learning and studying; Research monograph; Melbourne, Australia: Australian Council for Educational Research
- Biggs.J., Kember.D & Leung.D. Y. P. (2001). The revised two-factor study process questionnaire: R-SPQ-2F; British Journal of Educational Psycology; 71(1): 133-149.
- Çiltaş .A. (2019). Egitimde oz-duzenleme ogretiminin onemi uzerine bir calışma; Mehmet Akif Ersoy Üniversitesi Sosyal Bilimler Enstitusu Dergisi; 3(5): 1-11.
- Cole.P. G & Chan. L. (2016). Teaching principles and practice; Australia: Prentice Hall.
- Drew .PY &Watkins .D. (2011). Affective variables, learning approaches and academic achievement: A causal modeling investigation with Hong Kong Chinese tertiary students; Br J Educ Psychol; 68(2):173-88.
- Murnane .RJ & Levy .F. (2017). Teaching the new basic skills. Principles for Educating Children to Thrive in a Changing Economy. New York: Free press.
- Pintrich, P. R. (2011). The Role of Goal Orientation in Self-Regulated Learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (Pp. 451-501). San Diego, CA: Academic Press.
- Seyf.A. (2014). Modern Educational Psychology, Learning and Teaching Psychology (Seventh Edition), Tehran: Doran Publications. (in persian).
- Shakorniya .A & Elhampour .H. (2013). Comparison of Study and Learning Approaches of Basic and Clinical Medical Students and its Relationship with Academic Achievement, Journal of Medical Education Development and Research Center, 9 (2): 132-142. (in persian).
- Yılmaz, E., Orhan, R. (2012). İlköğretim öğrencilerinin özyeterlilik düzeylerinin akademik başarı ve bazı değişkinler açısından incelenmesi [A study on self-efficacy levels of primary education students in terms of academic success and some variables], Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi [Mehmet Akif Ersoy University Journal of Faculty of Education], 12 (23): 371-388.
- Yuksel, M. (2019). The effect of intelligence and academic success on self-perceptions of primary school students. International Online Journal of Education and Teaching (IOJET), 6(4): 906-921.
- Zimmerman.B.J. (2005). Development of self-regulated learning: Which are the key subprocesses? Contemporary Educational Psychology, 16(1): 307-313.
