اثربخشی محتوای الکترونیکی طنزمحور بر یادگیری و یادداری ریاضی دانش آموزان پنجم ابتدایی

نوع مقاله: مقاله پژوهشی

نویسندگان

1 استادیار تکنولوژی آموزشی دانشگاه بیرجند

2 استادیار گروه علوم تربیتی دانشگاه پیام نور

3 گروه علوم تربیتی، تحقیقات آموزشی، دانشگاه پیام نور، ایران

چکیده

این پژوهش با هدف بررسی اثربخشی محتوی الکترونیکی آمیخته به طنز بر یادگیری و یاد داری ریاضی دانش آموزان انجام شد. مطالعه حاضر یک پژوهش نیمه آزمایشی بود. جامعه مورد پژوهش تمامی دانش آموزان پسر پایه پنجم ابتدایی شهرستان بیرجند (2200 نفر) در سال تحصیلی96-97 بود. نمونه آماری پژوهش با استفاده از روش نمونه‌گیری دردسترس تعداد 58 نفر انتخاب گردید. برای گردآوری داده‌ها از پیش آزمون-پس آزمون‌های محقق ساخته ریاضی استفاده گردید. جهت تجزیه‌وتحلیل داده‌ها علاوه بر آمار توصیفی از آزمون آماری تحلیل کوواریانس استفاده شد. بین میانگین نمرات متغیر یادگیری ریاضی گروه‌های آزمایش و کنترل تفاوت معنی‌داری وجود دارد. با در نظر گرفتن مجذور اتا می‌توان گفت کاربرد محتوای الکترونیکی مبتنی بر طنز، 15.4 درصد واریانس نمرات پس‌آزمون یادگیری را تبیین می‌کند (= 15.4%ƞ^2 و p < 0/05). بین میانگین نمرات پیش‌آزمون و پس‌آزمون یادداری در گروه آزمایش نسبت به گروه کنترل تفاوت معناداری مشاهده نشد. یافته‌های این پژوهش نشان می‌دهد که تأثیر محتوای الکترونیکی ریاضی آمیخته به طنز بر یادگیری (15%) معنادار بود؛ اما تأثیر محتوی الکترونیکی آمیخته به طنز بر یاد داری معنی‌دار نبود. استفاده از محتوای الکترونیکی طنز محور گامی در جهت اثربخشی فرآیند تدریس و یادگیری ریاضی است.

چکیده تصویری

اثربخشی محتوای الکترونیکی طنزمحور بر یادگیری و یادداری ریاضی دانش آموزان پنجم ابتدایی

کلیدواژه‌ها

موضوعات


عنوان مقاله [English]

Effectiveness of humorous electronic content on the learning and retention of math on fifth grade students

نویسندگان [English]

  • aliakbar Ajam 2
  • Hasan zabet 3
2 assistant professor of educational science, Payame Noor University (PNU), Iran
3 Department of Educational Sciences, Payame Noor University, Iran
چکیده [English]

This research conducted with the aim of evaluating the effectiveness of the electronic humorous content on the learning and retention of students' mathematics. The present study was a semi-experimental research. The study population consisted of all 5th grade students (N=2200) in elementary school at Birjand in 2018. The statistical population of the study consisted of 58 people, were selected with convenience sampling. For data collection, Teacher-made test used in pre-test and post-test. In addition to, Descriptive analysis, covariance test used to analyze the data. There is a significant difference between the mean scores of the experimental and control groups' mathematical learning variable. Regarding ETA, we can say that using humorous content, 15.4% of the variance of post-test scores (ƞ^2 = 15.4%،p < 0/05). There was no significant difference between the mean scores of pre-test and post-test of retention in the experimental group compared to the control group. The findings of this study showed that the effect of humorous electronic mathematical content on learning was significant (15%), but the effect of humorous electronic content on retention was not significant

کلیدواژه‌ها [English]

  • Electronic content
  • humor
  • Learning
  • retention
  • elementary mathematics

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