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بررسی تأثیر آموزش به شیوه پروژه محور بر انگیزه پیشرفت تحصیلی دانش-آموزان پایه دوازدهم در درس شیمی | ||
مطالعات آموزشی و آموزشگاهی | ||
مقاله 5، دوره 14، شماره 1 - شماره پیاپی 42، خرداد 1404، صفحه 71-86 اصل مقاله (566.44 K) | ||
نوع مقاله: مقاله پژوهشی | ||
شناسه دیجیتال (DOI): 10.48310/pma.2025.14034.4055 | ||
نویسندگان | ||
زکیه اکرمی* 1؛ زینب حموله2؛ وحید امانی3 | ||
1استادیار، گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران | ||
2دبیر شیمی دبیرستان دخترانه امام حسین(ع)، اهواز | ||
3دانشیار، گروه آموزش شیمی، دانشگاه فرهنگیان، صندوق پستی 889-14665، تهران، ایران | ||
چکیده | ||
بازسازی کلاسهای درس به منظور مشارکت دانشآموزان در فرآیند یاددهی- یادگیری سبب میشود نه تنها دانشآموزان بهتر یاد بگیرند، بلکه انگیزه و لذت یادگیری آنها نیز افزایش میدهد. این پژوهش با هدف بررسی تأثیر آموزش به شیوه پروژه محور بر انگیزه پیشرفت تحصیلی دانشآموزان پایه دوازدهم در درس شیمی صورت گرفته است. تحقیق کاربردی حاضر به شیوه شبه آزمایشی با پیش آزمون و پس آزمون بر روی دو گروه آزمایش و کنترل است. جامعه آماری شامل کلیه دانش آموزان پایه دوازدهم رشته ریاضی و تجربی شهر اهواز در سال تحصیلی 1402-1401 است که 54 نفر از آنان با استفاده از روش نمونهگیری در دسترس انتخاب شدهاند. ابزار جمع آوری اطلاعات پرسشنامه انگیزه پیشرفت تحصیلی مک اینرنی بود. تجزیه و تحلیل دادههای پژوهش با استفاده از تحلیل کوواریانس تک متغیره انجام شد. یافتهها نشان میدهد آموزش به شیوه پروژه محور تفاوت معناداری در انگیزه پیشرفت تحصیلی بین دانش آموزان گروه آزمایش و کنترل ایجاد میکند. همچنین نتایج به دست آمده نشان داد این شیوه آموزش از بین مؤلفههای انگیزه پیشرفت تحصیلی شامل انجام تکلیف، کوشش، رقابت، قدرت اجتماعی، وابستگی اجتماعی، علاقه اجتماعی، تمجید و جایزه، بر روی مؤلفه انجام تکلیف بیشترین و بر روی مؤلفه علاقه اجتماعی کمترین تأثیر را دارد. | ||
کلیدواژهها | ||
انگیزه پیشرفت تحصیلی؛ پروژه محور؛ دانشآموزان؛ پایه دوازدهم؛ شیمی | ||
عنوان مقاله [English] | ||
Investigating the effect of project-based teaching on the motivation of 12th grade students in chemistry | ||
نویسندگان [English] | ||
Zakyeh Akrami1؛ Zeynab Hamooleh2؛ Vahid Amani3 | ||
1Assistant Professor, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
2Chemistry Teacher of Imam Hossein girls' high school, Ahvaz | ||
3Associate Professor, Department of Chemistry Education, Farhangian University, P.O. Box 14665-889, Tehran, Iran | ||
چکیده [English] | ||
This research aimed to investigate the impact of project-based learning on the academic achievement motivation of 12th - grade chemistry students. The research employed a quasi-experimental design with a pre-test and post-test to compare an experimental group that received project-based instruction with a control group. The study population comprised all 12th - grade students enrolled in science and mathematics programs in Ahvaz, Iran, during the 2023 - 2024 academic year. A convenience sample of 54 students was selected for the study. The McInerney Academic Achievement Motivation Scale was utilized to gather data. Data analysis was conducted using a one-way analysis of covariance. The findings indicated a significant difference in academic achievement motivation between the experimental and control groups, supporting the hypothesis that project-based learning positively influences students' motivation. A closer examination of the specific components of achievement motivation, including task completion, effort, competition, social power, social dependence, social interest, praise, and reward, revealed that project-based learning had the most pronounced effect on the "task completion" component. Conversely, the "social interest" component demonstrated the least responsiveness to this instructional approach. These results suggest that while project-based learning can significantly enhance students' overall motivation, its impact may vary across different motivational dimensions. | ||
کلیدواژهها [English] | ||
Academic Progress Motivation, Project-Based, 12th Grade, Students, Chemistry | ||
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