فصلنامه علمی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 دانشکده علوم تربیتی، دانشگاه شهید مدنی آذربایجان، آذربایجان، ایران

2 دانشکده علوم انسانی، دانشگاه آزاد واحد ارومیه. آذربایجان، ایران

چکیده

این پژوهش باهدف "بررسی تأثیر آموزش چندرسانه­ای بر درگیری تحصیلی دانش­آموزان پایة ششم کلاس­های چندپایه­ عشایری در درس علوم تجربی" انجام‌گرفته است. روش پژوهش شبه­آزمایشی است که در اجرای آن از طرح پیش‌آزمون- پس‌آزمون با گروه کنترل استفاده شد. شرکت‌کنندگان پژوهش شامل40 نفر (19 دختر و 21 پسر ) از دانش­آموزان پایة ششم ابتدایی عشایری بودند که به شیوة نمونه‌گیری تصادفی خوشه‌ای چندمرحله‌ای انتخاب و به‌طور تصادفی در دو گروه آزمایش و کنترل قرار گرفتند. از ابزار درگیری تحصیلی اعتباریابی شده­ با روایی و پایایی معین برای گردآوری داده­ها استفاده شد. روایی صوری و محتوایی آن بررسی و ضریب پایایی 83/0 برآورد گردید. داده­­ها با بهره‌گیری از آمار توصیفی و استنباطی تحت نرم‌افزارspss  توصیف و تحلیل شدند. یافته‌ها نشان داد که بین درگیری تحصیلی (رفتاری، علمی، روان‌شناختی و شناختی ) دانش­­آموزان گروه‌های آزمایش و کنترل تفاوت معنی‌دار وجود دارد ( 05/0 p < ) و میانگین نمرات درگیری تحصیلی دانش­آموزان آموزش‌دیده با روش چندرسانه­ای بالاتر بود. اما، بین میزان درگیری تحصیلی دانش­آموزان دختر و پسر گروه آزمایش، تفاوت معنی­­دار وجود ندارد (05/0< p )؛ بنابراین، میزان تأثیرگذاری شیوة آموزش چندرسانه‌ای بر دانش­آموزان دختر و پسر تقریباً به یک اندازه است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Effects of multi-media teaching on academic engagement of sixth grade learners of nomadic multi-grade classes in science course

نویسندگان [English]

  • M. Piri 1
  • R. Shahi 2

1 Faculty of Educational Sciences and Psycholog, Azarbaijan Shshid Madani University Tabriz. Tabriz, Iran.

2 Faculty of Humanities, Azad University of Urmia. Tabriz. Iran

چکیده [English]

The research has been conducted in an attempt to examine the effect of multi-media teaching on sixth grade learners’ academic engagement in science courses of the nomadic multi-grade classes. The research is a quasi-experimental one and is performed using the pre-test, post-test method with the control group. The participants of the study were 40 learners (19 female and 21 male) among nomadic sixth grade students, who were selected using multistage random cluster sampling method and placed randomly in the control and experimental groups. The academic engagement questionnaire with specific validity and reliability were utilized to gather data. The face and content validity was examined and reliability coefficient was estimated 0.83. Using the inferential and descriptive statistics, the data were analyzed by SPSS. The findings revealed a significant difference between employing multi-media teaching and academic engagement (behavioral, academic, psychological and cognitive) of learners in control and experimental groups (p<0.05) and the mean score of academic engagement students whom being taught with multi-media method was higher. However, there is not a significant difference between the academic engagement of female and male students in the experimental group (p>0.05). Therefore, the multi-media teaching method has almost equal effect on male and female students.

کلیدواژه‌ها [English]

  • Multi-media teaching
  • Nomadic multi-grade classes
  • Educational engagement
  • Science

 


 

 

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