تاثیر کلاس معکوس بر خودراهبری در یادگیری درس زبان انگلیسی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 داﻧﺸﯿﺎر ﺑﺮﻧﺎﻣﻪ رﯾﺰی درﺳﯽ، داﻧﺸﮑﺪه ﻋﻠﻮم ﺗﺮﺑﯿﺘﯽ و روانشناسی، داﻧﺸﮕﺎه ﺷﻬﯿﺪ ﻣﺪﻧﯽ آذرﺑﺎﯾﺠﺎن- عضو هیت علمی

2 دانشجوی کارشناسی ارشد تحقیقات آموزشی

3 آموزگار و دانشجوی کارشناسی ارشد تحقیقات آموزشی

چکیده

ﭘﮋوﻫﺶ حاضر ﺑﺎﻫﺪف "ﺑﺮرﺳﯽ ﺗﺄﺛﯿﺮ کلاس معکوس ﺑﺮ مهارت خودراهبری در یادگیری داﻧﺶآﻣﻮزان دختر پایه دهم شهرستان کلیبر در سال تحصیلی 1396-1395در درس زبان انگلیسی" اﻧﺠﺎمﮔﺮﻓﺘﻪ اﺳﺖ. روش ﭘﮋوﻫﺶ حاضر نیمه تجربی با پیش آزمون و پس آزمون با یک گروه کنترل بود. ﺷﺮﮐﺖﮐﻨﻨﺪﮔﺎن در پژوهش30 نفر بودند، که به صورت نمونه گیری در دسترس انتخاب و ﺑﻪﻃﻮر ﺗﺼﺎدﻓﯽ به دو ﮔﺮوه آزﻣﺎﯾﺶ و ﮐﻨﺘﺮل تقسیم شدند. برای گردآوری اطلاعات از پرسشنامه سنجش خودراهبردی در یادگیری دانش آموزان (SDL) با پایایی0.82 برای کل آزمون و با روایی صوری و محتوایی تایید شده از سوی متخصصان، استفاده شد. داده ها با بهره گیری از آمار توصیفی و استنباطی تحت نرم افزار SPSS تحلیل شدند. یافته ها ی حاصل از تحلیل کواریانس نشان دادند که کلاس معکوس توانسته است با کمک متغییر کووریت(پیش آزمون) اثر معنی داری بر متغییر خودراهبری(به جز مولفه ی خود مدیریتی) در یادگیری اثر بگذارد(P<0.05). همچنین میانگین نمرات دانش آموزان درپیش آزمون و پس آزمون در گروه آزمایش تفاوت چشمگیری با یکدیگر داشتند؛ که میانگین نمرات خود راهبری یادگیری دانش آموزان آموزش دیده از طریق کلاس معکوس بالاتر بود.

چکیده تصویری

تاثیر کلاس معکوس بر خودراهبری در یادگیری درس زبان انگلیسی

کلیدواژه‌ها


عنوان مقاله [English]

The effect of Flipped classroom on self-directed learning in English language course

نویسندگان [English]

  • Moosa Piri 1
  • Hafez Sahebyar 2
  • Arash Sadollahi 3
2 Student Of M. A, In Educational Research
3 teacher- Student Of M. A, In Educational Research
چکیده [English]

TThe research has been conducted in an attempt to examine the effect of Flipped classroom on self-directed learning in in English language classes. The participants were girls studying in tenth grade in the city of Kalybar during the school year 1395-1396. The research method was semi experimental with pre-test and post-test with a control group. Participants in the study were 30 students who were selected by convenience sampling and randomly divided into two experimental and control groups. For collecting information, a questionnaire of self-directed learning was used in students' learning with a reliability of 0.82 for the whole test and with face and content validity approved by the experts. Data were analyzed by descriptive and inferential statistics using SPSS software. The results of covariance analysis showed that Flipped Classroom has been able to influence the self-directed variable (with the exception of self-management) in learning with the help of covariate (pre-test) (P <0.05). Also, the mean scores of students at the pre and post-test in the experimental group were significantly different. the mean scores of self-directed learning for students trained through Flipped Classroom were higher.

کلیدواژه‌ها [English]

  • Flipped classroom
  • self-directed learning
  • Learning
  • English language course
  • Second course high school

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